Affiliation:
1. California State University, Long Beach, USA
Abstract
This chapter describes an interdisciplinary training project funded by OSEP to support school psychology and dual credential teacher candidates to effectively work with and provide inclusive educational supports to students with disabilities, including multilingual youth, with intensive academic needs. The authors describe the need for the project and provide an overview of the conceptual framework and training components, such as didactic and experiential learning, as well as key elements of the project, including evidence-based assessment and instruction and culturally responsive and sustaining practices. Formative and summative measures used to measure candidate outcomes are described, and preliminary results are provided.
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