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Salend, Spencer J. – TEACHING Exceptional Children, 2011
Research suggests that between 25% to 40% of students experience test anxiety, with students with disabilities and those from culturally and linguistically diverse backgrounds having higher prevalence rates. Since test anxiety impacts student well-being and the validity of the important educational decisions based on testing data, this article…
Descriptors: Test Anxiety, Test Wiseness, Student Evaluation, Disabilities
Salend, Spencer J. – TEACHING Exceptional Children, 2009
Although many teachers are using new technologies to differentiate instruction and administer tests, educators are also employing a range of technology-based resources and strategies to implement a variety of classroom assessments as alternatives to standardized and teacher-made testing. Technology-based classroom assessments focus on the use of…
Descriptors: Student Evaluation, Testing, Educational Technology, Teacher Made Tests
Salend, Spencer J. – TEACHING Exceptional Children, 2008
Educators, students, and families face many challenges in responding to the testing mandates of the No Child Left Behind Act of 2001 (NCLB) and Individuals With Disabilities Education Improvement Act of 2004 (IDEA), including providing students with disabilities with individualized, approved, valid, effective, and acceptable testing…
Descriptors: Testing Accommodations, Federal Legislation, Guides, Special Needs Students

Salend, Spencer J. – Teaching Exceptional Children, 1987
A variety of group oriented behavior management strategies to modify classroom behavior problems is suggested. Advantages, disadvantages, and implementation guidelines for the group response cost system, the good behavior game, the group timeout ribbon, hero method, peer-mediated extinction, and peer confrontation. (DB)
Descriptors: Behavior Change, Behavior Problems, Classroom Techniques, Elementary Secondary Education

Schniedewind, Nancy; Salend, Spencer J. – Teaching Exceptional Children, 1987
Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…
Descriptors: Cooperation, Emotional Disturbances, Group Activities, Heterogeneous Grouping

Salend, Spencer J.; Johns, Janet – Teaching Exceptional Children, 1983
A token reinforcement program was successful not only in promoting positive behavior changes in a mainstreamed behavior problem second grader but also in creating attitude changes in her regular class teachers. Findings suggest that positive commitments to mainstreaming were related to the teacher's effectiveness in improving students'…
Descriptors: Behavior Change, Disabilities, Mainstreaming, Program Effectiveness

Salend, Spencer J.; Johns, Janet – Teaching Exceptional Children, 1983
The case study describes how the positive behavior changes of a mainstreamed second grader with severe emotional problems made similarly positive changes in the attitudes and actions of two teachers toward mainstreaming. It is proposed that positive commitments from regular class teachers toward mainstreaming can be fostered by helping them…
Descriptors: Attitude Change, Behavior Change, Case Studies, Disabilities

Salend, Spencer J.; Viglianti, Donna – Teaching Exceptional Children, 1982
An observation framework is presented to help teachers prepare the learning environment for mainstreamed handicapped secondary students. The checklist addresses aspects of instructional materials and support personnel, subject matter presentation, learner response variables, student evaluation, classroom management, social interactions, and…
Descriptors: Classroom Environment, Classroom Observation Techniques, Disabilities, Mainstreaming

Salend, Spencer J. – Teaching Exceptional Children, 1981
The use of cooperative (rather than competitive) games in the class can enhance interactions between handicapped and nonhandicapped students in the classroom. (DB)
Descriptors: Cooperation, Disabilities, Educational Games, Elementary Secondary Education

Salend, Spencer J. – Teaching Exceptional Children, 1979
The use of academic games as a tool for the mainstreaming of handicapped children is presented. It is explained that the games should stress cooperation rather than competition. The following four phases of game development are explained: foundation, formulation, experimentation, and evaluation. (PHR)
Descriptors: Educational Games, Elementary Secondary Education, Handicapped Children, Mainstreaming

Salend, Spencer J. – TEACHING Exceptional Children, 1997
Provides suggestions for creating learning environments that affirm and value linguistic varieties, including adapting the school/classroom environment, promoting positive group and individual identities, creating school-family-community connections, diversifying the curriculum, providing students with sociolinguistic education, and teaching…
Descriptors: Classroom Environment, Cultural Awareness, Curriculum Development, Elementary Secondary Education
Salend, Spencer J.; Salinas, AltaGracia – TEACHING Exceptional Children, 2003
The following recommendations are made to assist multidisciplinary teams in developing educational programs for second-language learners: diversify the team and offer training; compare student performance in native and secondary languages; consider factors associated with second-language acquisition; employ alternative assessments; identify life…
Descriptors: Alternative Assessment, Bilingual Students, Data Collection, Disability Identification

Salend, Spencer J. – Teaching Exceptional Children, 1990
The overview of migrant education for special educators considers the educational needs of migrants, migrant education personnel, migrant student record transfer system, interstate cooperation, and parent involvement. (DB)
Descriptors: Disabilities, Educational Needs, Elementary Secondary Education, Migrant Education

Salend, Spencer J. – TEACHING Exceptional Children, 1995
Special educators can use videocassette recording technology to teach students classroom skills; introduce students to new material and instructional formats; promote prosocial behavior; and share information with and train parents. (DB)
Descriptors: Classroom Techniques, Disabilities, Educational Technology, Elementary Secondary Education

Pike, Kathryn; Salend, Spencer J. – TEACHING Exceptional Children, 1995
This guide to authentic assessment strategies for teachers of students with and without disabilities explains how to incorporate authentic assessments into everyday practice, including observation techniques, anecdotal records, error analysis, miscue analysis, "think-alouds," self-evaluation questionnaires and interviews, journals and learning…
Descriptors: Classroom Observation Techniques, Disabilities, Elementary Secondary Education, Error Patterns
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