Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting.
Purpose: There is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible a...
| Publicado en: | Tizard Learning Disability Review Vol. 29; no. 1; pp. 34 - 43 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Emerald Publishing Limited
2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177486887&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177486887 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13595474 3CID jtl: Tizard Learning Disability Review issn: 13595474 maglogo: N pubinfo: dt: 2024 vid: 29 iid: 1 pid: 465 pub: Emerald Publishing Limited artinfo: ui: 177486887 177486887 177486887 10.1108/TLDR-08-2023-0019 177486887 ppf: 34 ppct: 9 formats: tig: atl: Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting. aug: au: Reardon, Debbie Apanasionok, Magda M. Grindle, Corinna affil: Education Studies, University of Warwick, Coventry, UK sug: subj: Faculty Education Mathematics Education Schools, Special Education, Special Teaching Methods Developmental Disabilities Program Implementation Human Male Female Child Adolescence United Kingdom Pretest-Posttest Design Descriptive Statistics Wilcoxon Signed Rank Test Prospective Studies Information Needs Child: 6-12 years Adolescent: 13-18 years Male Female ab: Purpose: There is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation. Design/methodology/approach: One staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted. Findings: A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months. Originality/value: Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors' knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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