Affiliation:
1. University of Connecticut, USA
Abstract
Ms. Moreno, a fifth-grade special education teacher, needs to shift service delivery schedules because a new student has been added to her caseload midyear. The new student has extensive behavioral support needs. Ms. Moreno supports his behavior intervention plan to get to know the student and ease the significant transition. She has a paraeducator, Mrs. Salamanca, providing writing support for another student whom Ms. Moreno has been directly servicing. Ms. Moreno provides relevant instructional materials to the paraeducator so she can support the student academically to make progress toward meeting his goals. Unfortunately, Mrs. Salamanca's support has not been as effective as hoped, and the student is now beginning to struggle with his writing.
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