2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Friday, December 6 • 4:25pm - 5:15pm
Site Based Administrators' Perspectives on Evidence Based Teaching Practices for Students with Intellectual Disability Seating Available

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Limited Capacity seats available

Results of a statewide survey on site-based administrator perceptions of EBPs for teaching students with ID will be presented. Details regarding responses and EBPs will be discussed using descriptive statistics. Implications will be discussed regarding administrator awareness and mentoring teachers. Summary: Evidence based practices (EBP) are essential for creating meaningful instruction to meet the needs of all learners. High quality instruction for students with an intellectual disability can be especially challenging without the use of EBP. Students with an intellectual disability have a wide variety of needs that must be addressed through systematic instruction and strategic planning. They require a broad and extensive curriculum (e.g., academic, social skills, life skills) while providing individualized and often highly variable levels of positive behavioral, health, and communication supports (Pennington, Courtade, Ault, & Delano, 2016). In this session we will present the results of a statewide survey of school site administrators (e.g., principals, assistant principals, deans). Respondents are those who indicated having the responsibility of supervising teachers of students with an intellectual disability. The survey focused on (1) administrator perceptions of evidence-based practices for teaching students with an intellectual disability, (2) their perceptions of teachers' implementation of such practices, and (3) administrators' perceptions of their ability to mentor the teachers on implementation of EBPs.


Jodee Prudente

Teacher/Leader/Student, WCSD/UNR
I am a veteran special education teacher. I have primarily worked with students wit intellectual disabilities grades K-8. I have a Bachelors degree in Elementary and Special Education and a Masters in Special Education with a focus on students with intellectual and multiple disabilities... Read More →

Friday December 6, 2019 4:25pm - 5:15pm MST
Meeting Room: Kave Ballroom 2 5594 West Wild Horse Pass Blvd., Phoenix, AZ 85226