A Consultation and Paraprofessional Pull-In System of Service Delivery

Author:

WELCH MARSHALL1,RICHARDS GAYLE2,OKADA TERESA3,RICHARDS JOHN4,PRESCOTT SHARON5

Affiliation:

1. MARSHALL WELCH, PhD An associate professor of special education at the University of Utah. He is the coordinator of the teacher education program in the area of mild to moderate disabilities, with research interest in educational partnerships and technology.

2. GAYLE RICHARDS, PhD An administrative coordinator for special education services in the area of mild to moderate disabilities in Granite School District, Salt Lake City, Utah. Dr. Richards has been instrumental in implementing a variety of innovative service delivery programs for students with mild to moderate disabilities.

3. TERESA OKADA, BS, A resource/consultant teacher in the CAPPS model at an elementary school located in Granite School District in Salt Lake City, Utah. Ms. Okada often serves as a cooperating, supervising teacher for student teachers and conducts workshops describing the CAPPS model.

4. JOHN RICHARDS, PhD, A school psychologist and counselor at an elementary school located in Granite School District in Salt Lake City, Utah. Dr. Richards teaches functional life skills and problemsolving strategies to at-risk students in mainstream settings.

5. SHARON PRESCOTT, MS, An elementary school principal in Granite School District, Salt Lake City, Utah. She has been actively involved in establishing interdisciplinary professional development sites through collaboration with the Graduate School of Education at the University of Utah. Address: Marshall Welch, Department of Special Education, University of Utah, MBH 221, Salt Lake City, UT 84112.

Abstract

This article presents the results of an evaluation study conducted to assess the impact of a hybrid approach to educational partnership known as the consultation and paraprofessional Pull-In System (CAPPS) for serving at-risk students and those with mild academic disabilities. CAPPS is the synthesis of three predominant methods of shared responsibility in service delivery: (1) resource/consulting teacher (r/ct), (2) pull-in programming, and (3) utilization of paraprofessionals for service delivery. this article begins by providing a description of the CAPPS model and its implementation at an elementary school in a suburban area of the rocky mountain region using cross-grade grouping and outcome-based education as a basis for instructional programming and evaluation. Results from a quantitative and qualitative evaluation project designed to assess teacher attitudes, student outcomes, and number of referrals for special education services are presented. the article concludes with a discussion of the results followed by recommendations for implementation and further research.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

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