ERIC Number: EJ1072314
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing
Vostal, Brooks R.; Ward, Megan S.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v88 n5 p161-165 2015
Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between "adopting" evidence-based instruction and "adapting" lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities.
Descriptors: Adolescents, Learning Strategies, Persuasive Discourse, Writing (Composition), Deafness, Hearing Impairments, Partial Hearing, Special Education, Writing Instruction, Evidence, High School Students, Secondary School Teachers, Teaching Methods
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A