Date Approved

8-8-2025

Graduate Degree Type

Project

Degree Name

Education (M.Ed.)

Degree Program

College of Education

First Advisor

Elizabeth Petroelje Stolle

Second Advisor

Barbara Lubic

Third Advisor

Ellen Schiller

Academic Year

2024/2025

Abstract

Many general education teachers enter the profession with minimal training in how to effectively support students with learning disabilities, particularly those who require Tier Two interventions but do not qualify for special education services. This lack of preparation contributes to reduced instructional confidence, inconsistent intervention practices, and missed opportunities to support struggling learners. Grounded in Vygotsky’s Zone of Proximal Development, Universal Design for Learning (UDL), and Bandura’s theory of self-efficacy, this capstone project addresses the urgent need for ongoing, practical professional development tailored to the realities of inclusive classrooms. The literature highlights the importance of sustained, collaborative, and contextually embedded learning experiences to improve teacher capacity and intervention fidelity.

In response, this project proposes a structured school based professional development program designed to equip general educators with evidence-based strategies, tools, and confidence to deliver effective Tier Two interventions. The program includes recurring learning sessions, implementation planning tools, collaborative reflection opportunities, and ongoing coaching from instructional support staff. Evaluation methods include pre and post training surveys, teacher reflections, student performance data, and qualitative feedback from participants. The goal is to embed inclusive instructional practices into daily teaching, foster collaboration between educators, and create a culture of continuous professional growth that supports all learners, especially those at risk of falling through the cracks.

Download

Share

COinS