运用实施科学主动实施框架实施教学框架以提高教师为残疾学生提供教学机会的能力

IF 1.1 4区医学 Q3 REHABILITATION

Journal of Disability Policy Studies Pub Date : 2022-01-05 DOI:10.1177/10442073211066785

H. Murphy, Sandi M. Cole, Lucy Fischman

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引用次数: 1

摘要

本文讨论了在一个由赠款资助的项目中使用主动实施框架（AIF；Fixsen等人，2005年；Fixsen和Blasé，2011年），该项目旨在将通用学习设计作为一种教学干预措施，以改善残疾学生获得高质量教学的机会。讨论基于AIF实施驱动因素的具体数据，这些驱动因素有助于确保举措的成功。这些数据说明了参与该项目的各个学校和地区的特征对实施过程及其相关结果的保真度的影响程度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Using Implementation Science Active Implementation Frameworks to Implement an Instructional Framework to Increase Teacher Capacity for Instructional Access for Students With Disabilities

This article discusses the use of the Active Implementation Frameworks (AIF; Fixsen et al., 2005; Fixsen & Blasé, 2011) in a grant-funded project to implement the use of Universal Design for Learning as an instructional intervention to improve the access to quality instruction for students with disabilities. The discussion is based upon data specific to the AIF Implementation Drivers that facilitate and ensure the success of initiatives. The data illustrate the extent that characteristics of the respective schools and districts participating in the project impacted the fidelity of implementation processes and their associated outcomes.

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来源期刊

Journal of Disability Policy Studies REHABILITATION-

CiteScore

3.20

自引率

0.00%

发文量

期刊介绍： The Journal of Disability Policy Studies addresses compelling, variable issues in ethics, policy, and law related to individuals with disabilities. A major focus is quantitative and qualitative policy research. Articles have implications in fields such as education, law, sociology, public health, family studies, medicine, social work, and public administration. Occasional special series discuss current problems or areas needing more in-depth research, for example, disability and aging, policy concerning families of children with disabilities, oppression and disability, school violence policies and interventions, and systems change in supporting individuals with disabilities.