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Showing 1 to 15 of 62 results
Peer reviewed
Direct linkWalton, Elizabeth – Intervention in School and Clinic, 2015
Inclusive education is a global phenomenon expressed differently in various countries, and different contextual realities support or constrain the process of making education more inclusive. This column reports on an international conference on inclusive education in Johannesburg, South Africa, which provided the opportunity for delegates to share…
Descriptors: Conferences (Gatherings), International Education, Global Approach, Inclusion
Jones, Beth A.; Hensley-Maloney, Lauren – Intervention in School and Clinic, 2015
The coexistence of visual impairments and learning disabilities presents unique challenges. It is imperative that teachers be apprised of the characteristics of this population as well as instructional strategies targeted at meeting their unique needs. The authors highlight typical patterns of performance and provide suggestions for effective…
Descriptors: Visual Impairments, Learning Disabilities, Special Needs Students, Comorbidity
Spies, Tracy G.; Dema, Alexandra A. – Intervention in School and Clinic, 2014
A well-developed academic vocabulary is foundational for understanding academic texts used in elementary and secondary classrooms. In-depth word knowledge is critical to understanding the abstract concepts and complex language structures of text. Students with learning disabilities and English language learners both characteristically have limited…
Descriptors: Vocabulary Development, Special Needs Students, Learning Disabilities, English Language Learners
Marx, Teri A.; Hart, Jennifer L.; Nelson, Leslie; Love, Jessica; Baxter, Christine M.; Gartin, Barbara; Schaefer Whitby, Peggy J. – Intervention in School and Clinic, 2014
Two diametrically opposed beliefs are held concerning the meaning of the least restrictive environment (LRE) when determining the class placements of students with disabilities. One group adheres to the placement philosophy that the LRE is always the general education setting. The other group believes that the LRE is where the students' needs…
Descriptors: Individualized Education Programs, Guidelines, Beliefs, Student Placement
Miller, Rhonda D.; Katsiyannis, Antonis – Intervention in School and Clinic, 2014
How to address the educational needs of students with limited English proficiency (LEP) is a particularly challenging and often controversial endeavor. Failure to address the needs of students with LEP often results in denial of meaningful educational opportunities and leads to disproportionate representation in special education programs. This…
Descriptors: Limited English Speaking, Language Proficiency, Legal Responsibility, Educational Needs
Konrad, Moira; Keesey, Susan; Ressa, Virginia A.; Alexeeff, Maggie; Chan, Paula E.; Peters, Mary T. – Intervention in School and Clinic, 2014
As more states adopt the Common Core State Standards, teachers face new challenges. Teachers must unpack these standards and develop explicit learning targets to make these rigorous standards accessible to their students. This task can be especially challenging for special educators who must balance standards-based education with individualized…
Descriptors: Benchmarking, Behavioral Objectives, Guidelines, State Standards
Hunter, William; Jasper, Andrea D.; Williamson, Robert L. – Intervention in School and Clinic, 2014
In common planning time (CPT), middle school educators have an opportunity to share their experience and expertise during a designated period. Common planning time is especially beneficial in the collaborative process in which special and general educators can address the needs of students with exceptionalities. This column provides an outline on…
Descriptors: Inclusion, Middle School Teachers, Teacher Collaboration, Communities of Practice
Lowenthal, Alison B.; Bassett, Diane S. – Intervention in School and Clinic, 2012
Over the past decade, there has been an increased emphasis on transition planning for students with exceptional needs. This is in part the result of the mandates contained in the Individuals with Disabilities Education Improvement Act of 2004. This increased emphasis has revealed a number of shortcomings with how transition planning is done…
Descriptors: Disabilities, Data Analysis, Transitional Programs, Critical Path Method
Cumming, Therese M. – Intervention in School and Clinic, 2012
A discussion about the current state of special education, more specifically the field of emotional and behavior disabilities (EBD), in Australia cannot take place without first providing an overview of the Australian education system. Education comes under the jurisdiction of state and territory responsibility. The federal government coordinates…
Descriptors: Disabilities, Educational Policy, Foreign Countries, Private Sector
Zabel, Robert; Kaff, Marilyn; Teagarden, Jim – Intervention in School and Clinic, 2011
Frank H. Wood is both a pioneer and a first-generation leader, and his contributions continue to influence the field today. Dr. Wood participated in several "firsts." In the 1950s, he taught the first public school class in Minnesota for emotionally disturbed students, and he later served as the first coordinator of programs for students with…
Descriptors: Emotional Disturbances, Behavior Disorders, Phenomenology, Profiles
Hurlbutt, Karen S.; Handler, Beth R. – Intervention in School and Clinic, 2010
Graduating from high school and moving to the next phase of life can be difficult for any student but is particularly so for those with Asperger syndrome (AS). Social skill difficulties; sensory concerns; and narrow, restricted interest areas all have an impact on this transition. This article describes an activity that can be used with students…
Descriptors: High School Students, Asperger Syndrome, Interpersonal Competence, Career Development
Lindstrom, Jennifer H. – Intervention in School and Clinic, 2010
The inclusion of students with learning disabilities (LD) in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about student performance. Mandated inclusion and accountability for progress raise many interesting questions regarding how to fairly,…
Descriptors: Testing Accommodations, Inclusive Schools, Learning Disabilities, Mathematics Tests
Sayeski, Kristin L.; Paulsen, Kim J. – Intervention in School and Clinic, 2010
In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…
Descriptors: Mathematics Education, Learning Disabilities, Educational Strategies, Problem Based Learning
Impecoven-Lind, Linda S.; Foegen, Anne – Intervention in School and Clinic, 2010
Algebra is a gateway to expanded opportunities, but it often poses difficulty for students with learning disabilities. Consequently, it is essential to identify evidence-based instructional strategies for these students. The authors begin by identifying three areas of algebra difficulty experienced by students with disabilities: cognitive…
Descriptors: Educational Strategies, Learning Disabilities, Cognitive Processes, Algebra
Cumming, Therese M. – Intervention in School and Clinic, 2010
Many students with emotional and behavioral disabilities do not receive the social skills training required for success in inclusive school settings or life after graduation. Teachers often cite lack of training and motivation as factors explaining this. This article describes a teaching sequence that enables students to create and utilize their…
Descriptors: Student Motivation, Learning Modules, Interpersonal Competence, Skill Development
