This series is intended for educators at the state and local level who work with secondary students with intensive behavioral needs during virtual learning and the return to in-person.
In this video, Dr. Rolland O’Connor, Professor in the Graduate School of Education at the University of California Riverside a member of the NCII Academic Intervention Technical Review Committee, addresses the implications of early reading research for understanding late-emerging reading disabilities, working with students learning English, and preparing teachers to have a strong grounding in the stages of reading development.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).