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Kimberly Bunch-Crump; Sara Beth Hitt – TEACHING Exceptional Children, 2025
The US is becoming progressively diverse and so are our classrooms. Home-school partnerships are essential to supporting diverse learners. It is critical both new and veteran practitioners make intentional efforts to provide culturally proficient practices when building home-school partnerships. Cultural awareness is identified across disciplines…
Descriptors: Self Concept, Cultural Awareness, Teaching Methods, Family School Relationship
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Sally M. Reis; Joseph W. Madaus; Nicholas W. Gelbar; Lawrence J. Miller – TEACHING Exceptional Children, 2024
Academically talented students with autism spectrum disorder (ASD) have the potential to be successful both in high school and later in college, but their rate of post-secondary enrollment and completion lags behind their peers. Currently, limited information exists on strategies to help these students, often known as twice exceptional or 2e, to…
Descriptors: High School Students, Gifted Disabled, Autism Spectrum Disorders, Teaching Methods
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Sally Valentino Drew; Jeff D. Thomas; Corey Nagle – TEACHING Exceptional Children, 2024
Co-teaching teams of special educators and science educators can collaboratively plan and implement the Rock Out the Rubric revising strategy to improve students' writing in science class. The strategy is implemented as part of the evidence-based writing practice of Self-regulated Strategy Development (SRSD). In this article, first we describe how…
Descriptors: Learning Strategies, Self Management, Secondary School Students, Students with Disabilities
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Emily C. Bouck; Jonte A. Myers; Brad S. Witzel – TEACHING Exceptional Children, 2024
The COVID-19 pandemic of 2020 forced many schools to deliver remote and/or online instruction, at least intermittently, to all students, including those with learning disabilities (LD; Grant, 2020). The move to remote (i.e., education provided not in the physical classroom or school) or virtual (i.e., learning facilitated by digital tools)…
Descriptors: Mathematics Instruction, Electronic Learning, Secondary School Students, Students with Disabilities
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Sarah R. Powell; Samantha E. Bos; Sarah G. King; Leanne Ketterlin-Geller; Erica S. Lembke – TEACHING Exceptional Children, 2024
Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an…
Descriptors: Middle School Mathematics, Middle School Students, Middle School Teachers, Mathematics Instruction
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Candace A. Mulcahy; Joseph C. Gagnon; V. Sue Atkinson; Jason A. Miller – TEACHING Exceptional Children, 2024
In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit…
Descriptors: Self Management, Algebra, Problem Solving, Secondary School Students
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Alexandra Shelton; Jade Wexler – TEACHING Exceptional Children, 2024
Despite the importance of reading comprehension, many secondary students with Intellectual Disabilities (ID) struggle with this skill. Students with ID also experience greater challenges in foundational literacy skills (i.e., skills related to phonological awareness) and the cognitive skills temporal processing and nonverbal reasoning (Van…
Descriptors: Middle School Students, Students with Disabilities, Reading Comprehension, Intellectual Disability
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Amber B. Ray; Erin FitzPatrick – TEACHING Exceptional Children, 2024
Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and…
Descriptors: Metacognition, Self Efficacy, Writing Skills, Students with Disabilities
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Jeremy W. Ford; Amanda M. Kern; Julia P. Gorman; Conor D. Mooney – TEACHING Exceptional Children, 2024
Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely…
Descriptors: Students with Disabilities, Intellectual Disability, Individualized Instruction, Intervention
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Matthew F. Flanagan; Jennifer L. Bumble – TEACHING Exceptional Children, 2024
Collaboration is an essential practice linked to improved postschool outcomes of youth with disabilities and many school systems depend on special educators to broker this collaboration and engage meaningful partners throughout the transition planning process. Community asset mapping is a strategy for locating and leveraging resources and is…
Descriptors: Geographic Information Systems, Students with Disabilities, School Community Relationship, Individualized Transition Plans
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S. Blair Payne; Elizabeth Swanson – TEACHING Exceptional Children, 2024
Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly…
Descriptors: Executive Function, Adolescents, Disabilities, Transitional Programs
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Cumming, Michelle M.; Criado, Cristina; Park, Jeehyun; Arango, Alexandra; Rodriguez, Maria L.; Ali, Michael – TEACHING Exceptional Children, 2023
For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in…
Descriptors: Middle School Students, Student Behavior, Behavior Problems, Antisocial Behavior
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Wang, Peishi; Jackson, Dia; Freeman-Green, Shaqwana; Kamuru, Jessica; Driver, Melissa – TEACHING Exceptional Children, 2023
This article provides a practical illustration of how culturally sustaining pedagogy (CSP) and evidence-based practices (EBPs) can be integrated into a mathematics curriculum to address social justice issues. A vignette is provided to illustrate how a secondary teacher infused social justice education in a seventh-grade mathematics lesson through…
Descriptors: Culturally Relevant Education, Evidence Based Practice, Mathematics Education, Social Justice
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Lindsay F. Rentschler; Kara A. Hume; Jessica R. Steinbrenner – TEACHING Exceptional Children, 2023
High schools have the potential to foster the growth of students' interests and social relationships beyond the classroom. Sports teams, performing and visual arts groups, special interest clubs, and service projects are some of the extracurricular activities on campus that provide students with opportunities for personal development and social…
Descriptors: Inclusion, Autism Spectrum Disorders, Students with Disabilities, High Schools
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Raley, Sheida K.; Hagiwara, Mayumi; Shogren, Karrie A.; Matusevich, Hunter – TEACHING Exceptional Children, 2023
Self-determination is a predictor of positive in- and post-school outcomes, including access to general education, competitive employment, and community participation. Emerging research has focused on promoting self-determination for all students given alignments with college and career readiness frameworks and equity-based education. However, it…
Descriptors: Self Determination, Individualized Education Programs, Measures (Individuals), Intervention
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