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Educational Leadership | 1 |
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Levine, Mark | 4 |
Marks, Susan Unok | 3 |
Schrader, Carl | 3 |
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Longaker, Trish | 1 |
Page, Linda | 1 |
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Peer reviewed
Page, Linda; Levine, Mark – Educational Leadership, 1996
A principal of a charter school in Colorado Springs, Colorado, recounts the triumphs and pitfalls of the school's first year. The school charter lacked a clear-cut avenue for making changes. Intending to create a parent-run school, the founding board (themselves parents) made drastic curricular changes without consulting other parents. Passionate…
Descriptors: Board Administrator Relationship, Charter Schools, Curriculum Development, Elementary Secondary Education
Peer reviewed
Marks, Susan Unok; Schrader, Carl; Levine, Mark – Exceptional Children, 1999
The perspectives and experiences of 20 paraeducators working with inclusion students with disabilities (grades K-8) who also present significant behavioral challenges found that paraeducators tended to assume high levels of responsibility for managing the academic and behavioral needs of special-education students in inclusive settings. (CR)
Descriptors: Behavior Problems, Disabilities, Elementary Secondary Education, Inclusive Schools
Marks, Susan Unok; Schrader, Carl; Longaker, Trish; Levine, Mark – Journal of the Association for Persons with Severe Handicaps, 2000
Three portraits of adolescent students with Asperger's syndrome include descriptive details about the students as young children, their schooling experiences, their interests, and their social life experiences. Portraits were developed through interviews with the students, their parents, and focus groups with professionals providing services to…
Descriptors: Adolescents, Asperger Syndrome, Biographies, Case Studies
Marks, Susan Unok; Shaw-Hegwer, Jennifer; Schrader, Carl; Longaker, Tricia; Peters, Iris; Powers, Fran; Levine, Mark – TEACHING Exceptional Children, 2003
The following tips are provided for teachers of students with autism: highlight important concepts; establish alternate modes for completing assignments; use graphic and visual and mnemonic devices for maximizing retention; and prepare the student for instructional and classroom transitions. Tips for increasing time on task and attention are also…
Descriptors: Academic Accommodations (Disabilities), Asperger Syndrome, Assignments, Attention Span