title: Improving Professional Development to Enhance Reading Outcomes for Students in Special Education.
abstract: The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.
authors.affiliation: Vanderbilt University.|National Center for Leadership in Intensive Intervention.
authors.forename: Christopher J
authors.initials: CJ
authors.lastname: Lemons
authors.affiliation: Southern Methodist University.
authors.forename: Stephanie Al
authors.initials: SA
authors.lastname: Otaiba
authors.affiliation: University of Pittsburgh.
authors.forename: Sheila J
authors.initials: SJ
authors.lastname: Conway
authors.affiliation: National Center for Leadership in Intensive Intervention.|Southern Methodist University.
authors.forename: Veronica
authors.initials: V
authors.lastname: Mellado De La Cruz
mesh_terms: D004519:Education, Special / Q000592:standards*; D006801:Humans; D011932:Reading; D000070777:School Teachers / Q000592:standards*; D000070260:Teacher Training / Q000592:standards*