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Avendano, Sarah M.; Cho, Eunsoo – TEACHING Exceptional Children, 2020
Parent involvement in a child's education has been demonstrated to increase child maintenance and generalization of skills taught in early intensive behavioral intervention (EIBI) settings to their home environments, improve parent-child relationships, and decrease parent stress. Parent coaching is a way to support parents' development of…
Descriptors: Parent Participation, Parent Child Relationship, Stress Variables, Parent Teacher Cooperation
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Evmenova, Anya S.; Regan, Kelley; Hutchison, Amy – TEACHING Exceptional Children, 2020
Writing is essential for all students to demonstrate their knowledge and skills across various subject areas and tasks. The Common Core State Standards (CCSS) indicate that first graders should write opinion papers, explanatory texts, and narratives. Further, the CCSS requires students beginning in kindergarten to explore digital tools to produce…
Descriptors: Assistive Technology, Instructional Materials, Writing (Composition), Writing Instruction
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Rowe, Dawn A. – TEACHING Exceptional Children, 2020
Educators are often tasked with making decisions based on a body of evidence and a sound data-based decision-making process. Teachers examine data from assessments (e.g., curriculum-based measures, formal assessments, informal interviews with students' general education teachers, writing samples, and other assessment data) and find many students…
Descriptors: Lesson Plans, Planning, Evidence Based Practice, Teaching Methods
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Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael – TEACHING Exceptional Children, 2020
The inclusion of writing is implicit within the expectations of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), particularly within the science and engineering practices component of the standards. NGSS goals include educating all students in science and engineering and providing the foundational knowledge for…
Descriptors: Content Area Writing, Writing Instruction, Common Core State Standards, Science Instruction
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Yell, Mitchell L.; Collins, James; Kumpiene, Gerda; Bateman, David – TEACHING Exceptional Children, 2020
This article begins by describing a scenario in which a fourth-grade learning disabled student's individualized education program (IEP) team came together to develop his IEP and in so doing made a number of procedural and substantive errors. The purpose of this article is to examine the procedural and substantive requirements of the Individuals…
Descriptors: Individualized Education Programs, Students with Disabilities, Educational Legislation, Federal Legislation
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Harmon, Shannon; Street, Michelle; Bateman, David; Yell, Mitchell L. – TEACHING Exceptional Children, 2020
One of the most important elements of an individualized education program (IEP) is the section on present levels of academic achievement and functional performance (PLAAFP). A well-crafted PLAAFP statement should summarize all aspects of a student's present levels of performance in order to identify the strengths and needs of the student as well…
Descriptors: Academic Achievement, Individualized Education Programs, Special Education, Educational Assessment
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Yell, Mitchell L.; Bateman, David – TEACHING Exceptional Children, 2020
This article begins with a scenario depicting the difficulties encountered by a young student in the Douglas County School District in Castle Rock, Colorado, named Endrew (called Drew by his parents). This situation, which began at Drew's individualized education program (IEP) meeting at Summit Ridge Elementary School when he was in fourth grade,…
Descriptors: Court Litigation, Individualized Education Programs, Equal Education, Access to Education
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Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Bateman, David – TEACHING Exceptional Children, 2020
The goal of this article is to assist individualized education program (IEP) team personnel to not make errors in the placement of students. To do so the authors: (1) describe what a placement decision is and who makes the decision; (2) review the placement requirements of the Individuals With Disabilities Education Act (IDEA, 2006); (3) examine…
Descriptors: Students with Disabilities, Student Placement, Individualized Education Programs, Decision Making
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Yell, Mitchell L.; Bateman, David; Shriner, Jim – TEACHING Exceptional Children, 2020
This article concludes this special issue by highlighting some of the most important points from the U.S. Supreme Courts decision in "Board of Education v. Rowley" (1982) and "Endrew F. v. Douglas County School District" (2017) but also discussing another crucial point to which school district personnel must adhere to ensure…
Descriptors: Individualized Education Programs, Program Development, Program Implementation, School Districts
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Goran, Lisa; Harkins Monaco, Elizabeth A.; Yell, Mitchell L.; Shriner, Jim; Bateman, David – TEACHING Exceptional Children, 2020
The primary message of the Supreme Court's ruling in "Endrew F. v. Douglas County School District" (hereinafter "Endrew F.," 2017) was that school districts are obligated to "offer an IEP [individualized education program] that is reasonably calculated to enable the child to make progress appropriate in light of the…
Descriptors: School Districts, Academic Achievement, Student Evaluation, Evaluation Methods
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Biegun, Daniel; Peterson, Ynez; McNaught, John; Sutterfield, Chloe – TEACHING Exceptional Children, 2020
Annual individualized education program (IEP) meetings are a time for a student's IEP team to review data, discuss student progress, and set goals for the year. For those students who attend their meetings, simply being in the room is not enough. Why don't students take an active role in their IEP meeting? Davis and Cumming (2019) posited that…
Descriptors: Student Attitudes, Individualized Education Programs, Barriers, Self Determination
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Moore, Brooke; Smith, Clara; Boardman, Alison; Ferrell, Amy – TEACHING Exceptional Children, 2020
Adolescent students with learning disabilities across the United States are not demonstrating gains on reading assessments from previous years, and many are not even achieving at proficient literacy levels (Boulay et al., 2015). Despite their difficulties with reading proficiency, adolescents with learning disabilities are often enrolled in…
Descriptors: Students with Disabilities, Learning Disabilities, Video Technology, Reflection
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Morano, Stephanie; Randolph, Kathleen; Markelz, Andrew M.; Church, Naomi – TEACHING Exceptional Children, 2020
Math fact fluency involves the quick, accurate retrieval of basic arithmetic combinations and the ability to use this fact knowledge efficiently. Math fact retrieval is typically considered fluent when performed accurately within 2 to 3 seconds, and "efficiency" refers to students' ability to apply fact knowledge to more complex…
Descriptors: Teaching Methods, Mathematics Instruction, Arithmetic, Mastery Learning
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FitzPatrick, Erin; McKeown, Debra – TEACHING Exceptional Children, 2020
Students across several disability categories share similar writing profiles. Moreover, general education teachers often support groups of writers with various challenges in one setting. Surface-level errors, such as spelling and grammar, are common in the writing of students with learning disabilities (LD), emotional and behavioral disorders…
Descriptors: Audio Equipment, Technology Uses in Education, Feedback (Response), Writing Improvement
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Dazzeo, Robin; Rao, Kavita – TEACHING Exceptional Children, 2020
Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Comprehension, Reading Difficulties
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