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Showing 1 to 15 of 34 results Save | Export
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Bartholomew, Audrey; Papay, Clare; McConnell, Amber; Cease-Cook, Jennifer – TEACHING Exceptional Children, 2015
Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both…
Descriptors: State Standards, Academic Standards, Career Readiness, College Readiness
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Benedict, Amber E; Thomas, Rachel A.; Kimerling, Jenna; Leko, Christopher – TEACHING Exceptional Children, 2013
The article reflects on current methods of teacher evaluation within the context of recent accountability policy, specifically No Child Left Behind. An overview is given of the most common forms of teacher evaluation, including performance evaluations, checklists, peer review, portfolios, the CEC and InTASC standards, the Charlotte Danielson…
Descriptors: Educational Trends, Trend Analysis, Special Education, Special Education Teachers
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Freeman, Jennifer; Sugai, George – TEACHING Exceptional Children, 2013
Special educators are required to use evidence-based academic and behavioral interventions in their classrooms (U.S. Department of Education, 2010). No rigorous and comprehensive database currently exists to support educators. Within the field of special education, single-subject research is the primary research methodology (Horner, Carr, Halle,…
Descriptors: Federal Legislation, Educational Legislation, Special Education Teachers, Evidence
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Cornelius, Kyena E. – TEACHING Exceptional Children, 2013
Special educators are required to collect data on student progress and use it as formative data to inform instructional decisions. Being told to collect student data without being shown how to effectively and efficiently collect it, may cause teachers to become overwhelmed. This article provides three easy-to-use templates to facilitate quick data…
Descriptors: Formative Evaluation, Special Education, Eligibility, Individualized Education Programs
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Miller, Brigdet – TEACHING Exceptional Children, 2012
Federal legislation supports instruction of content areas for all individuals, yet professionals in the field of special education are left trying to find the relevant functional outcomes for science and other content instruction for students with disabilities enrolled in a functional curriculum. Research on effective instruction for students with…
Descriptors: Teaching Methods, Science Instruction, Mental Retardation, Science Curriculum
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Lingo, Amy S.; Barton-Arwood, Sally M.; Jolivette, Kristine – TEACHING Exceptional Children, 2011
The Individuals With Disabilities Education Improvement Act (IDEA 2004), aligned with the No Child Left Behind Act (NCLB), emphasizes improved student academic outcomes. With this focus on academic outcomes and access to the general curriculum, there is increased pressure for accountability in the education of students with disabilities in general…
Descriptors: Federal Legislation, Disabilities, Educational Strategies, Educational Practices
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Vannest, Kimberly J.; Burke, Mack D.; Payne, Tara E.; Davis, Cole R.; Soares, Denise A. – TEACHING Exceptional Children, 2011
Daily Behavior Report Cards (DBRC) are a common component of many Tier 2 interventions such as check and connect or check-in and check-out. Although considered an effective practice when paired with contingent reinforcement for academic and behavioral change, many teachers may be unaware of how best to use a DBRC with more challenging behaviors or…
Descriptors: Student Behavior, Individualized Education Programs, Federal Legislation, Disabilities
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Collins, Belva C.; Karl, Jennifer; Riggs, Leah; Galloway, Carey C.; Hager, Karen D. – TEACHING Exceptional Children, 2010
Many students identified as having moderate and severe disabilities (MSD) benefit from a curriculum that includes instruction on the functional skills that they will need to successfully transition to adulthood. In particular, this includes students with cognitive disabilities who are most likely to qualify in the 1% who are eligible for the…
Descriptors: Core Curriculum, Individualized Education Programs, Federal Legislation, Disabilities
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Sileo, Jane M.; van Garderen, Delinda – TEACHING Exceptional Children, 2010
Ms. Thomas, the general educator, and Ms. Merced, the special education teacher, plan to co-teach mathematics classes during the upcoming school year. Based on previous interactions with students and knowledge of students' abilities from school records, they know that several students, including students with disabilities, struggle with…
Descriptors: Educational Strategies, Mathematics Education, Learning Disabilities, Special Education Teachers
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Cooper-Duffy, Karena; Szedia, Pamela; Hyer, Glenda – TEACHING Exceptional Children, 2010
In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have access to the general education curriculum. Access means more than being exposed to language arts, math, and science; access means academic progress. In addition, the No Child Left Behind (NCLB) Act of 2001 requires that all students have…
Descriptors: Literacy Education, Regular and Special Education Relationship, Access to Education, Mainstreaming
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Turnbull, Ann; Zuna, Nina; Hong, Joo Young; Hu, Xiaoyi; Kyzar, Kathleen; Obremski, Shea; Summers, Jean Ann; Turnbull, Rud; Stowe, Matt – TEACHING Exceptional Children, 2010
Marlene Wyatt is the mother of three children ages 5 and under. Her middle child, Liz, who is approaching her third birthday, has an autism spectrum disorder. There is never an unclaimed minute at home or work for Marlene. Her husband frequently works overnight and weekend shifts. Marlene works as a custodian at the local school. The family…
Descriptors: Conferences (Gatherings), Early Intervention, Disabilities, Parents
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Fuchs, Lynn S.; Fuchs, Douglas – TEACHING Exceptional Children, 2009
With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the…
Descriptors: Intervention, General Education, Federal Legislation, Learning Disabilities
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Mahdavi, Jennifer N.; Beebe-Frankenberger, Margaret E. – TEACHING Exceptional Children, 2009
Using collaborative teamwork to build unique response-to-intervention (RTI) systems responsive to the needs and strengths within their separate schools and communities, two Montana elementary schools forged a trail for other schools. Each school encountered different obstacles along the way as well as distinctive ways of defining success. How can…
Descriptors: Early Intervention, Pilot Projects, Academic Failure, Validity
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Parrish, Polly R.; Stodden, Robert A. – TEACHING Exceptional Children, 2009
This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…
Descriptors: Alignment (Education), State Standards, Elementary Secondary Education, Federal Legislation
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Learned, Julie E.; Dowd, Michael V.; Jenkins, Joseph R. – TEACHING Exceptional Children, 2009
The "highly qualified" teaching credential required by the No Child Left Behind Act of 2001 is forcing new models of secondary special education service delivery. One effect has been a reduction in special education content classes and a concomitant increase in co-teaching. In one teaching arrangement, "instructional…
Descriptors: Assignments, Student Attitudes, Federal Legislation, Negative Attitudes
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