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Bhattacharya, Victoria – ProQuest LLC, 2017
For the inclusive education indicated in the Individuals with Disabilities Education Act (IDEA) to occur at the high school level, teachers must be prepared to teach students with multiple ability levels and learning profiles in one classroom. Since the passage of IDEA, large numbers of students with mild to severe learning needs have been placed…
Descriptors: Individualized Instruction, Educational Strategies, Educational Needs, Student Needs
Gill, Matt; Outka, Janeen; McCorkle, Mary – South Dakota Department of Education, 2015
Student growth is one of two essential components of South Dakota's Teacher and Principal Effectiveness Systems. In the state systems, student growth is defined as a positive change in student achievement between two or more points in time. "The South Dakota SLO Handbook" provides support and guidance to public schools and school…
Descriptors: Guides, Public Schools, School Districts, Statistical Analysis
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Koenig, Kristie P.; Bleiweiss, Jamie; Brennan, Susan; Cohen, Shirley; Siegel, Dorothy E. – TEACHING Exceptional Children, 2009
The rate of children being diagnosed with autism spectrum disorders (ASD) has risen dramatically, to an estimated 1 in 150 children. Under the Individuals With Disabilities Education Improvement Act of 2004 (IDEA), children with ASD are entitled to a free appropriate public education in the least restrictive environment. To ensure this, school…
Descriptors: Urban Schools, Autism, Disabilities, Public Education
Zirkel, Perry A. – Communique, 2016
For this 10th article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the focus is eligibility under the Individuals with Disabilities Education Act (IDEA). For this purpose, the courts have generally agreed that, based on the definitions in the IDEA's…
Descriptors: School Psychology, Court Litigation, Eligibility, Disabilities
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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
Lucas, Anne; Hurth, Joicey; Kasprzak, Christina – National Early Childhood Technical Assistance Center (NECTAC), 2010
National Early Childhood Technical Assistance Center (NECTAC) was asked to identify essential elements for supporting high performance and provision of high quality early intervention Part C services as determined by the Annual Performance Review (APR) required under Individuals with Disabilities Education Act (IDEA). To respond, NECTAC…
Descriptors: Early Intervention, Disabilities, Technical Assistance, Early Childhood Education
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Compton, Mary V.; Appenzeller, Margo; Kemmery, Megan; Gardiner-Walsh, Stephanie – American Annals of the Deaf, 2015
In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the…
Descriptors: Itinerant Teachers, Teacher Attitudes, Deafness, Partial Hearing
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Browder, Diane M.; Root, Jenny R.; Wood, Leah; Allison, Caryn – Focus on Autism and Other Developmental Disabilities, 2017
This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a…
Descriptors: Story Grammar, Handheld Devices, Technology Uses in Education, Reading Comprehension
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Epler, Pam; Ross, Rorie – IGI Global, 2015
Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. "Models for Effective…
Descriptors: Models, Delivery Systems, Special Education, Academic Support Services
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Rahn, Naomi L.; Coogle, Christan Grygas; Hanna, Alexajo; Lewellen, Traysha – Young Exceptional Children, 2017
Challenging behaviors refer to those behaviors that decrease the child's ability to engage and participate in classroom routines (Dunlap, Wilson, Strain, & Lee, 2013), and therefore, the dilemma in the scenario above is common to early childhood and early childhood special education teachers due to an increase in children experiencing autism…
Descriptors: Evidence Based Practice, Child Behavior, Autism, Behavior Problems
National Center on Schoolwide Inclusive School Reform: The SWIFT Center, 2017
For more than 40 years many organizations, families, and advocates for students with disabilities have worked toward creating a more inclusive public education system. As a result, many more students served under the Individuals with Disabilities Education Act (IDEA) spend 80% or more of their school day in general education classrooms. But a…
Descriptors: Alignment (Education), Disabilities, Inclusion, Educational History
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Pugach, Marleen C.; Peck, Charles – Teacher Education Quarterly, 2016
Promoting the education of children with disabilities in general education classrooms has been a clear and consistent goal of federal education policy since the enactment of the Individuals With Disabilities Education Act (IDEA) over forty years ago. However, among the many challenges to achieving this goal, one of the most persistent has been the…
Descriptors: Disabilities, Regular and Special Education Relationship, Inclusion, Mainstreaming
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Sullivan-Walker, Melissa E.; Rock, Marcia L.; Popp, Patricia A. – Preventing School Failure, 2017
Homelessness is a complex and multifaceted condition that affects 2.5┬ámillion, or one in every 30, children annually. Based on these numbers, it is likely that at least one student has experienced or is experiencing homelessness in most public school classrooms. Sixteen percent of students experiencing homelessness also received services under…
Descriptors: Homeless People, Disabilities, Special Education, Teamwork
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Reschly, Daniel J. – Topics in Language Disorders, 2014
The use of response-to-intervention (RTI) to identify children and youth with specific learning disabilities (SLDs) is described with multiple illustrations. Essential components of the RTI process are specified at multiple tiers of intervention, each essential to valid SLD identification. The RTI goals are prevention in general education, early…
Descriptors: Response to Intervention, Disability Identification, Learning Disabilities, Children
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Killu, Kim – Intervention in School and Clinic, 2008
With federal mandates to develop and implement programs for students with disabilities who have behavior problems that impede their educational performance, school personnel are faced with increasing responsibility for developing individualized interventions. Developing interventions that appropriately, effectively, and efficiently address the…
Descriptors: Behavior Problems, Intervention, Special Needs Students, Teacher Responsibility
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