Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting

This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted.A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months.Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.
Source: Tizard Learning Disability Review - Category: Disability Authors: Source Type: research