Teaching Future School Personnel to Train Parents to Implement Explicit Instruction Interventions.

Area of Science:

• Special Education
• Educational Psychology
• Intervention Science

Background:

• Students with disabilities often show lower proficiency in basic academic skills compared to their peers.
• Increased quality instructional time is crucial for academic development.
• Parent tutoring is a recognized strategy to supplement instruction and enhance child outcomes.

Purpose of the Study:

• To describe a model for training future school personnel in parent tutoring interventions.
• To equip educators with skills to collaborate with parents in supporting academic goals.
• To facilitate the development and implementation of explicit instruction parent tutoring.

Main Methods:

• An academic assessment and intervention clinic serves as the training ground.
• Future school personnel are trained to work directly with families.
• Interventions focus on developing and implementing explicit instruction parent tutoring.

Main Results:

• The clinic provides practical training for educators on parent collaboration.
• Future professionals learn to guide parents in delivering academic support at home.
• A case example demonstrates the successful application of the training model.

Conclusions:

• Training future school personnel in parent tutoring is essential for bridging the gap in academic support for students with disabilities.
• Effective collaboration between educators and parents can significantly improve academic proficiency.
• The described clinic model offers a viable approach to preparing educators for this critical role.