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Woods, Phillip K. – ProQuest LLC, 2017
The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching model. It is important to understand the perceptions of teachers using co-teaching models to learn about the strengths of the program, as well as areas for improvement. In 1975, public education changed…
Descriptors: Team Teaching, Teaching Methods, Teacher Attitudes, Secondary School Teachers
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Thompson, Carmelita – Journal of the American Academy of Special Education Professionals, 2015
The principal is the key element in shaping and sustaining educational programs that provide children with disabilities the opportunity to be educated in the general education setting. Federal mandates require compliance in educational services for children with disabilities. This has changed the role of principals in education. As schools strive…
Descriptors: Principals, Inclusion, Disabilities, Special Education
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Pennington, Robert; Courtade, Ginevra; Jones Ault, Melinda; Delano, Monica – Education and Training in Autism and Developmental Disabilities, 2016
Despite encouraging changes in the expectations of programming for persons with moderate to severe intellectual disability (MSD), data suggest that programs for these individuals are still lacking in several critical areas. Building administrators play a key role in promoting high quality programs for students with MSD within local schools but may…
Descriptors: Educational Quality, Moderate Intellectual Disability, Severe Intellectual Disability, Administrator Role
Gentry, Ruben; Wiggins, Ruby – Online Submission, 2010
A major concept in special education is "people first language." It connotes that the person's name should precede the disability. For example, it is unacceptable to say "an autistic child." It is more acceptable to say "a child with autism." However, some authors in the field question the need for using a label at…
Descriptors: Disabilities, Labeling (of Persons), Language Usage, Change
Hernandez, Stephen J. – Online Submission, 2013
Collaboration in education is seen as a legal mandate, best practice in teacher practice, and necessary for the inclusion of children with special needs. Over the years, there have been a number of evolutionary incarnations of the collaborative model, each possessing various ingredients identified as important, if not essential, components of a…
Descriptors: Cooperation, Special Needs Students, Best Practices, Special Education
Abercrombie, Diane D. – ProQuest LLC, 2009
As a result of the passage of the Education for All Handicapped Children Act of 1975, school systems are required to provide a free and appropriate education for all children with disabilities. This legislation was further supported by The Individuals with Disabilities Education Improvement Act (IDEA), which guarantees all students with…
Descriptors: Inclusion, General Education, Learning Disabilities, Program Effectiveness
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Weintraub, Frederick J. – TEACHING Exceptional Children, 2012
Almost 50 years ago, while President of CEC, Frances Connor delivered a presidential address entitled "The Sword and the Spirit." She called for five revolutions. The first revolution called for increasing the quantity and quality of special education teachers. The second stated that "special education depends upon an intensive…
Descriptors: Evaluation, Mentors, Teacher Shortage, Educational Improvement
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Nierengarten, Gerry – American Secondary Education, 2013
Including students with special needs in the general education classroom is being widely promoted in the public schools. This practice places a heavy burden on the general educator who is often inadequately trained to meet the needs of such a diverse classroom. Co-teaching has been one of the support strategies used to address the challenges and…
Descriptors: Disabilities, Inclusion, Special Needs Students, Team Teaching
Rumble, Richard R. – Illinois Schools Journal, 1980
Educators should look beyond quantitative measures of intelligence and consider learning styles and abilities. The attitudes of teachers and the knowledgeability of administrators are both essential elements for the successful integration of handicapped learners into regular classrooms. (Author/GC)
Descriptors: Administrator Attitudes, Administrator Role, Disabilities, Elementary Secondary Education
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Harper, Elaine – Reclaiming Children and Youth: The Journal of Strength-based Interventions, 2006
Effective teams are essential components of successful interventions and programming for troubled and troubling youth. This article draws from literature that can inform our practices about team effectiveness and team learning to maximize positive outcomes.
Descriptors: Intervention, Learning, Counseling Techniques, Counseling Effectiveness
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Lee, Barbara A. – Change: The Magazine of Higher Learning, 2014
Data collected by the US Department of Education in 2008 indicate that US colleges and universities enrolled 707,000 students with disabilities, divided roughly equally between public and private institutions. The survey found that 31 percent of these students reported learning disabilities, 18 percent ADD or ADHD, 15 percent mental illness or…
Descriptors: Disabilities, College Students, Student Needs, Academic Accommodations (Disabilities)
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Obi, Sunday O. – Educational Considerations, 2006
For many ethnically diverse students with learning disabilities, participation in postsecondary education is necessary. However, to achieve this goal, a comprehensive transition planning is essential. As a consequence, postsecondary personnel must collaborate with others to ensure nondiscriminatory but sensible treatment of ethnically diverse…
Descriptors: Academic Accommodations (Disabilities), College Students, Ethnic Diversity, Learning Disabilities
Pereles, Daphne A.; Omdal, Stuart; Baldwin, Lois – Gifted Child Today, 2009
Many books and articles have been written about a Response to Intervention (RtI) model of service delivery for students who are struggling learners. However, little has been written about this model's usefulness as a means of addressing the needs of advanced learners or twice-exceptional learners whose needs may be both remedial and advanced. The…
Descriptors: Student Needs, Intervention, Academically Gifted, Disabilities
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Jones, Sara K. – Update: Applications of Research in Music Education, 2015
This article explores trends in research since the 1975 passage of the Education for All Handicapped Children Act (now known as the Individuals with Disabilities Education Act), notes gaps in the literature, and offers suggestions for future directions music education researchers could take in exploring the needs and experiences of music teachers…
Descriptors: Music Education, Disabilities, Preservice Teacher Education, Attitudes toward Disabilities
Villa, Richard A., Ed.; Thousand, Jacqueline S., Ed. – ASCD, 2016
This book provides an in-depth, research-based guide for ensuring that your school provides the federally guaranteed "least restrictive environment" for students no matter the severity of the challenges they face. "Leading an Inclusive School: Access and Success for ALL Students" offers administrators, teachers, and other…
Descriptors: Inclusion, Access to Education, Evidence Based Practice, Disabilities
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