Educational programs and practices are to be implemented
with integrity of practice to ensure favorable outcomes. As expressed by the
World Customs Organization (n.d.), honesty, care, diligence, professionalism, and
impartiality are essential for gaining the public trust. This is true in
education to gain the trust of stakeholders as they entrust students’ education
to the school. Fidelity of implementation is gained when integrity is at the
forefront of all that is done in the process of managing students’ educational
needs. I would introduce flexibility of implementation by explaining how it
links to individualized instructional practices. Then I would provide training
sessions to demonstrate how it should look. For example, the academic needs of
each student are met when instruction is focused on their individual needs. Teachers
need to learn how to structure their classrooms and programs to provide each
student with the individualized instruction they require to make progress. Research
suggests that adhering rigidly to a set of practices produces poor outcomes.
Teachers need to focus on the unique environment and student population to
maximize the outcomes of any program they are using (Kendall, Gosch, Furr,
& Sood). A general guide can lead educators in the right direction for
planning, documenting, and universal instruction. Kretlow, Cooke, and Wood (2011)
explained that professional development programs are important in connecting
the research to classroom implementation. Collaboration is needed to made
decisions on the individual needs of students for reaching their potential. The
suggestion was made that educators should engage in dialogue to find out what
is working or not working (Laureate, Inc. 2013). Crocket, Billingsley, and
Boscardin, (2012) suggested that periodically educators should have their
implementation fidelity evaluated.
Kretlow, A.,
Cooke, N., & Wood, C. (2011). Using in-service and coaching to
increase teachers' accurate use of research-based strategies. Remedial and
Special Education, 348-361. doi:10.1177/0741932510395397
Kendall, P.,
Gosch, E., Furr, J., & Sood, E. (2008). Flexibility within
fidelity. Evidence-Based Practice, 987-993. Retrieved from www.jaacap.com/
Laureate Education (Producer).
(2013b). Integrity of practice [Video file]. Retrieved from
https://class.waldenu.edu
Crockett, J. B., Billingsley,
B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and
administration for special education. New York, NY: Taylor & Francis.
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