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Showing 1 to 15 of 28 results Save | Export
Council for Exceptional Children (NJ3), 2012
The Council for Exceptional Children (CEC) recognizes the importance of special education teachers in the education of all children and youth. Special educators have always believed that children's individual learning needs should drive instruction; indeed, pedagogy is the heart of special education practice. One way to judge a special education…
Descriptors: Evidence, Special Education Teachers, Disabilities, Teacher Evaluation
Council for Exceptional Children (NJ3), 2011
The Council for Exceptional Children (CEC) vigorously supports educational reforms within the public schools which promote rigorous learning standards, strong educational outcomes, shared decision making, diverse educational offerings, and the removal of unnecessary administrative requirements. However, such schools must reflect a commitment to…
Descriptors: Educational Opportunities, Charter Schools, School Policy, Position Papers
Council for Exceptional Children (NJ3), 2011
The Council for Exceptional Children (CEC) recognizes that children and youth with disabilities are entitled to equal access to the public education system and to all rights guaranteed by law. CEC advocates to ensure that children and youth with disabilities receive the equal access and opportunity that they deserve. By definition, vouchers…
Descriptors: Educational Vouchers, Access to Education, Accessibility (for Disabled), Educational Policy
Division on Developmental Disabilities, Council for Exceptional Children (NJ1), 2013
During the past year, the Diversity Committee of the Division of Developmental Disabilities (DDD) Board worked with the Board and the Issues Committee Chair to develop an issue brief addressing diversity, its impact on the membership and the wider community that is served by the work of DDD, resulting in recommendations that will influence policy…
Descriptors: Developmental Disabilities, Student Diversity, Higher Education, Student Needs
Council for Exceptional Children (NJ3), 2009
The Council for Exceptional Children (CEC) recognizes access to the most effective educational strategies as the basic educational right of each child or youth with a disability. CEC believes that the least restrictive positive educational strategies should be always used to respect the child's or youth's dignity and that this especially pertains…
Descriptors: Educational Strategies, Educational Policy, Policy Analysis, Position Papers
Council for Exceptional Children (NJ3), 2008
The Council for Exceptional Children (CEC) recognizes the important impact a safe and positive school climate has on the personal development and academic achievement of all students. Research has shown that schools implementing supportive and positive school climate strategies are more successful in creating environments conducive to learning. As…
Descriptors: Social Justice, Educational Environment, School Safety, Accessibility (for Disabled)
Council for Exceptional Children (NJ3), 2008
The Council for Exceptional Children (CEC) recognizes the impact that Response to Intervention (RTI) can have on the education of all children, roles of special educators, and the special education system. The RTI process is designed to identify struggling learners early, to provide access to needed interventions, and to help identify children…
Descriptors: Special Education, Response to Intervention, Special Education Teachers, Role of Education
Division for Early Childhood, Council for Exceptional Children, 2009
The Code of Ethics of the Division for Early Childhood (DEC) of the Council for Exceptional Children is a public statement of principles and practice guidelines supported by the mission of DEC. The foundation of this Code is based on sound ethical reasoning related to professional practice with young children with disabilities and their families…
Descriptors: Disabilities, Young Children, Guidelines, Ethics
Division for Early Childhood, Council for Exceptional Children, 2009
This concept paper was developed to address policies and practices for using developmental delay as a category of eligibility for young children. These policies and practices have evolved in response to changes in federal legislation and recommended practices in the field of early intervention and early childhood special education. The purpose of…
Descriptors: Early Intervention, Eligibility, Federal Legislation, Young Children
McDonnell, John; Johnson, Jesse W.; McQuivey, Camille – Division on Developmental Disabilities, Council for Exceptional Children (NJ3), 2008
The latest volume in the Division on Autism and Developmental Disabilities series will help general and special educators collaboratively design and implement embedded instruction (EI) for students with developmental disabilities in general education classrooms. The guide provides practical and field-tested EI strategies, along with case studies…
Descriptors: General Education, Developmental Disabilities, Special Education Teachers, Teaching Methods
Boutot, E. Amanda; Hume, Kara – Division on Autism and Developmental Disabilities, Council for Exceptional Children (NJ1), 2010
Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts…
Descriptors: Public Schools, Autism, Behavioral Science Research, Timeout
Rous, Beth, Ed.; Hyson, Marilou, Ed. – Division for Early Childhood, Council for Exceptional Children, 2007
This paper has been developed by the Division for Early Childhood (DEC) of the Council for Exceptional Children to serve as a companion document to the 2003 joint position statement "Early Childhood Curriculum, Assessment and Program Evaluation-Building and Effective, Accountable System in Progams for Children Birth through Age 8" of National…
Descriptors: Program Evaluation, Disabilities, Young Children, Program Effectiveness
Division on Developmental Disabilities, Council for Exceptional Children (NJ1), 2007
The Council for Exceptional Children (CEC) recognizes the impact that Response to Intervention (RTI) can have on the education of all children, roles of special educators, as well as on the special education system. Special educators play an integral role and have a strong and clear identity in the RTI process. As such, this brief presents CEC's…
Descriptors: Research and Development, Intervention, Disabilities, Special Education Teachers
Skouge, James R.; Kelly, Mary L.; Roberts, Kelly D.; Leake, David W.; Stodden, Robert A. – Division on Developmental Disabilities, Council for Exceptional Children (NJ1), 2007
This paper focuses on "technologies for voice" that are related to the self-determination of youth with developmental disabilities. The authors describe a self-determination model that values family-focused, community-referenced pedagogies employing "new media" to give voice to youth and their families. In line with the adage that a picture is…
Descriptors: Developmental Disabilities, Individualized Education Programs, Youth Opportunities, Accessibility (for Disabled)
Division on Developmental Disabilities, Council for Exceptional Children (NJ1), 2007
During the past year the Critical Issues Committee of the Division on Developmental Disabilities worked with Ms. Magi D. Shepley (member) and a group of professionals to structure an Issues Brief focused upon Secondary School Students with Significant Developmental Disabilities. This Issues Brief reflects the work of Ms. Shepley and seeks to…
Descriptors: General Education, Developmental Disabilities, Regular and Special Education Relationship, Special Needs Students
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