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Showing 76 to 90 of 143 results Save | Export
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Wilczynski, Susan M.; Menousek, Kathryn; Hunter, Melissa; Mudgal, Dipti – Psychology in the Schools, 2007
Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population.…
Descriptors: Intervention, Individualized Programs, Individualized Education Programs, Pervasive Developmental Disorders
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Newman, Lynn A.; Garcia, Elisa B.; Trainor, Audrey A.; Chong, Melanie – Grantee Submission, 2021
Students' self-determination plays a critical role in both in-school and post-school outcomes. This study examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). The NLTS 2012 youth survey, conducted in English and…
Descriptors: Self Determination, Longitudinal Studies, Special Education, Transitional Programs
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Schanding, G. Thomas; Cheramie, Gail M.; Hyatt, Hannah; Praytor, Sarah E.; Yellen, Jessica R. – SAGE Open, 2017
In total, 139 Texas special education due process hearings that occurred between 2011 and 2015 were examined. Cases were coded with regard to the student's special education disability category; the number of hearings in which a specific party prevailed; the primary, secondary, and/or tertiary issues of the case; the number of issues in these…
Descriptors: Special Education, Civil Rights, Student Rights, Hearings
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Young-Pelton, Cheryl A.; Dotson, Tyler D. – Rural Special Education Quarterly, 2017
Procedures derived from the field of applied behavior analysis (ABA) have extensive research support for use with students with disabilities, such as autism spectrum disorder, intellectual disability, and emotional and behavioral disorders. These procedures should be implemented within the parameters of professional and ethical guidelines to…
Descriptors: Behavior Modification, Disabilities, Ethics, Rural Schools
Sam, A. – National Professional Development Center on Autism Spectrum Disorders, 2016
At times, all children and youth can struggle with challenging behavior. If a challenging behavior interferes with the learner's ability to learn, then a functional behavior assessment (FBA) is needed. FBA can be used when the intensity, duration, or type of interfering behavior creates safety concerns or impacts a child's development. An FBA…
Descriptors: Functional Behavioral Assessment, Behavior Problems, Behavior Modification, Autism
Houston Independent School District, 2016
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
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Lipscomb, Stephen; Hamison, Joshua; Liu Albert Y.; Burghardt, John; Johnson, David R.; Thurlow, Martha – National Center for Education Evaluation and Regional Assistance, 2017
It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…
Descriptors: Disabilities, Transitional Programs, Longitudinal Studies, Special Education
Houston Independent School District, 2015
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
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Lytle, Rebecca; Todd, Teri – TEACHING Exceptional Children, 2009
Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, but he still struggles with attending for any length of time,…
Descriptors: Classroom Environment, Stress Variables, Pervasive Developmental Disorders, Grade 3
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Doren, Bonnie; Flannery, K. Brigid; Lombardi, Allison R.; Kato, Mimi McGrath – Remedial and Special Education, 2013
This study examined (a) the main effects of professional development on the quality of postsecondary goals in employment and postsecondary education/training, (b) the main effects of student and teacher characteristics on goal quality, and (c) whether professional development moderated the relationship between the impact of these characteristics…
Descriptors: Faculty Development, Teacher Characteristics, Student Characteristics, Individualized Education Programs
Kosmerl, Kristin M. – ProQuest LLC, 2011
Inclusion of elementary students with an educational disability of autism in the general education classroom is becoming more prevalent in public school settings. One of the main reasons for the increase in inclusionary practices are federal and state laws, which state the least restrictive environment needs to be considered first when deciding a…
Descriptors: Inclusion, General Education, Special Education, Autism
Sansosti, Frank J.; Powell-Smith, Kelly A.; Cowan, Richard J. – Guilford Publications, 2010
Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and…
Descriptors: Intervention, Individualized Education Programs, Autism, Asperger Syndrome
Houston Independent School District, 2014
The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while…
Descriptors: Special Education, School Districts, Urban Schools, Students with Disabilities
Chang, Wen-hsuan; Rusher, Dana – National Technical Assistance Center on Transition, 2018
Students with disabilities experience higher unemployment, attend postsecondary environments less often, and engage less in their communities after graduating from high school compared to their peers without disabilities (Newman, Wagner, Knokey, Marder, Nagle, Shaver, & Schwarting, 2011). In middle school, young adolescents with disabilities…
Descriptors: Middle Schools, Transitional Programs, Middle School Students, Disabilities
Nickels, Paula Anderson – ProQuest LLC, 2010
This qualitative case study investigated the perceptions of parents of children with autism spectrum disorders (ASD), special education teachers, and general education teachers in a Northeast Tennessee public school system regarding educational interventions for children with ASD including what interventions they have found effective, the barriers…
Descriptors: Educational Needs, Early Intervention, General Education, Augmentative and Alternative Communication
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