Kelly AcostaRhode Island College | RIC · Department of Special Education
Kelly Acosta
Master of Education
About
5
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Introduction
Currently a full time special education doctoral student at the University of Florida. Works as a graduate and research assistant on Project Coordinate, an in-service reading teacher professional development, and at the CEEDAR Center, a policy center. Research interests are in teacher education and special education, education policy, secondary transition, teacher recruitment and retention.
Publications
Publications (5)
Discussing the topic of special education teacher shortages across the United States has become commonplace. Although more widespread, special education teacher shortages in rural areas have gained less attention. Teachers in these areas face unique challenges such as overcoming geographic barriers to providing high-quality services, the isolation...
This meta‐analysis synthesized 97 effect sizes extracted from 37 intervention studies for students with reading difficulties (RDs) in Grades 6 to 12 published between 1982 and 2021 to identify the overall impact of reading interventions and the moderating effects of intervention characteristics and study design characteristics. Random‐effects robus...
We quantitatively synthesized findings of quasi‐experimental and randomized control studies of interventions designed to improve the mathematics achievement of secondary school students with mathematics difficulties (MD). We identified 45 studies (49 interventions) published between 1978 and 2020 and classified interventions into five categories: t...
In this study, using Office of Special Education Programs (OSEP) personnel data from 2006 to 2014, we identified seven states with consistently low shortages of highly qualified special education teachers and seven states with persistently high shortages. We employed Guarino et al.’s framework to guide our assumptions and selection of demographic,...
In this study, using OSEP personnel data from 2006-2014, we identified seven states with consistently low shortages of highly qualified special education teachers and seven states with persistently high shortages. We employed Guarino et al.'s (2006) framework to guide our assumptions and selection of demographic, supply, and demand variables and co...
