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Johnson, Evelyn S.; Clohessy, Anne B.; Chakravarthy, Pragnyaa – Intervention in School and Clinic, 2021
Students with math learning disabilities have been shown to experience math anxiety at rates nearly double those of their typical peers. Anxiety about math is thought to disrupt learning by co-opting attentional resources that could be used in problem-solving and may be caused by the way in which students interpret their math-related experiences.…
Descriptors: Self Control, Students with Disabilities, Learning Disabilities, Mathematics Anxiety
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Kennedy, Alana M.; Haydon, Todd – Intervention in School and Clinic, 2021
The quality of the relationship that develops between a student and teacher has been connected to pivotal instructional and behavioral outcomes for students. The student-teacher relationship can specifically be harnessed to reduce minor behavioral infractions. However, it is an element of the learning environment that is often overlooked. This…
Descriptors: Teacher Student Relationship, Behavior Problems, Behavior Modification, Classroom Techniques
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Vasquez, Eleazar, III; Marino, Matthew T. – Intervention in School and Clinic, 2021
Executive function is an umbrella term involving working memory, planning, organization, social inhibition, self-regulation, and cognitive flexibility. It is an area where many students with disabilities struggle. This column describes practical ways to enhance executive functioning in students with disabilities using the universal design for…
Descriptors: Inclusion, Executive Function, Students with Disabilities, Access to Education
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Sanders, Sara; Rollins, Lauren Hart; Mason, Linda H.; Shaw, Ashley; Jolivette, Kristine – Intervention in School and Clinic, 2021
Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of…
Descriptors: Learning Strategies, Direct Instruction, Individualized Instruction, Students with Disabilities
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Edyburn, Dave – Intervention in School and Clinic, 2021
The potential of Universal Design for Learning (UDL) has captured the imagination of policy makers, educators, administrators, teacher educators, as well as educational researchers. Over the past 20 years, there has been increasing interest in how the vision of UDL could be translated into practice. And yet, there is little agreement about whether…
Descriptors: Access to Education, Instructional Design, Executive Function, Inclusion
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Park, Soyoung; Bryant, Diane Pedrotty; Dougherty, Barbara – Intervention in School and Clinic, 2021
This article presents a checklist of 10 evidence-based practices for educators to apply in mathematics instruction for students with learning disabilities. The checklist is "actionable," meaning the items on the checklist can be put into action immediately. It provides practical strategies teachers can adopt to fit their lessons…
Descriptors: Mathematics Instruction, Teaching Methods, Students with Disabilities, Evidence Based Practice
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Barrio, Brenda L.; Hsiao, Yun-Ju; Kelley, Jane E.; Cardon, Teresa A. – Intervention in School and Clinic, 2021
Increased awareness of autism spectrum disorder (ASD) has come with an increase in books that depict individuals with ASD. However, media representation of disabilities could be misguided. To integrate literature in the classroom that helps students better understand the population of ASD, carefully choosing quality books (e.g., narrative fiction)…
Descriptors: Autism, Pervasive Developmental Disorders, Books, Childrens Literature
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Wei, Yan; Spear-Swerling, Louise; Mercurio, Mia – Intervention in School and Clinic, 2021
Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a…
Descriptors: Student Motivation, Learning Disabilities, Reading Motivation, Reading Difficulties
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Wexler, Jade – Intervention in School and Clinic, 2021
This unique special issue features five articles that provide guidance for middle school special education and general education content-area co-teachers on how to implement enhanced co-teaching models including specialized literacy instruction and best practices for co-teachers (e.g., co-planning; using station teaching to differentiate…
Descriptors: Instructional Improvement, Team Teaching, Reading Comprehension, Middle School Teachers
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Garwood, Justin D.; Ciullo, Stephen; Wissinger, Daniel R.; McKenna, John W. – Intervention in School and Clinic, 2021
Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social…
Descriptors: Civics, Citizenship Education, Learning Disabilities, Emotional Disturbances
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Wexler, Jade; Kearns, Devin M.; Hogan, Erin K.; Clancy, Erin; Shelton, Alexandra – Intervention in School and Clinic, 2021
It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they…
Descriptors: Program Implementation, Evidence Based Practice, Middle Schools, Middle School Teachers
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Pollack, Marney S.; Shelton, Alexandra; Clancy, Erin; Lemons, Christopher J. – Intervention in School and Clinic, 2021
Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify…
Descriptors: Literacy Education, Reading Instruction, Reading Improvement, Reading Comprehension
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Edyburn, Keith; Edyburn, Dave L. – Intervention in School and Clinic, 2021
In the fairy tale "Goldilocks," a young girl enters the home of three bears. As she explores the porridge, chairs, and beds, in each situation she is seeking what is "just right." It seems that Goldilocks is the perfect metaphor for describing learners experiencing universal design for learning (UDL) because it highlights the…
Descriptors: Access to Education, Teacher Role, Educational Resources, Educational Technology
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Lyon, Cheryl P.; Hogan, Erin K.; Kearns, Devin M. – Intervention in School and Clinic, 2021
The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed,…
Descriptors: Individualized Instruction, Team Teaching, Teaching Models, Content Area Reading
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Kearns, Devin M.; Lyon, Cheryl P.; Pollack, Marney S. – Intervention in School and Clinic, 2021
In co-taught classes, general education and special education teachers can improve the content-area learning and literacy skills of students with learning disabilities by helping them read texts effectively. Co-teachers can improve comprehension by providing students with background and vocabulary knowledge before reading. In this article, a…
Descriptors: Team Teaching, Regular and Special Education Relationship, Learning Disabilities, Students with Disabilities
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