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Endia J. Lindo; Kathleen B. Kyzar; Tracy Gershwin – TEACHING Exceptional Children, 2025
Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members, especially with cross-cultural interactions. A key barrier is the lack of teacher professional development regarding research-based practices and…
Descriptors: Family School Relationship, Trust (Psychology), Cultural Awareness, Cross Cultural Training
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Cathy D. Kea; Laura Sirgany; Fanica Young – TEACHING Exceptional Children, 2025
In addition to the demographic disparities between educators and students, many preservice general and special education teachers report limited exposure to students from culturally and linguistically diverse (CLD) backgrounds and perceive themselves as ill prepared to address the learning needs of diverse populations of students with and without…
Descriptors: Family Involvement, Cultural Background, Native Language, Language Usage
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Leslie Ann Bross; Stephanie L. Craig – TEACHING Exceptional Children, 2024
The Universal Design for Learning (UDL) framework can be applied to a variety of instructional contexts and activities, and individualized education program (IEP) meetings are one such context. The primary principle of the framework is to provide teachers with guidelines for designing and implementing instruction that can be adapted to meet the…
Descriptors: Access to Education, Individualized Education Programs, Educational Principles, Meetings
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Lynn S. Burdick; Catherine Corr – TEACHING Exceptional Children, 2024
Nine-year old Eliza is a student at Meadows Elementary School where she receives special education services for her diagnosis of Emotional Disturbance. Her teachers are working together to try to bring Eliza back into the classroom after weeks of time spent in the office with no contact with her peers. Mr. Jimenez and Ms. Landon are collaborating…
Descriptors: Elementary School Students, Students with Disabilities, Emotional Disturbances, Special Education
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Shelton, Alexandra; Wexler, Jade; Kurz, Leigh Ann; Swanson, Elizabeth – TEACHING Exceptional Children, 2021
To support reading comprehension and content acquisition among middle school students with reading disabilities and difficulties, content area teachers must employ evidence-based literacy instruction. This type of instruction is especially crucial in the content areas because the majority of students with disabilities--those who typically struggle…
Descriptors: Evidence Based Practice, Reading Instruction, Content Area Reading, Reading Comprehension
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Yell, Mitchell L.; McNamara, Scott; Prince, Angela M. T. – TEACHING Exceptional Children, 2021
The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student's individualized…
Descriptors: Students with Disabilities, Adapted Physical Education, Individualized Education Programs, Equal Education
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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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Grisham-Brown, Jennifer; Degirmenci, Hatice Deniz; Snyder, Donna; Luiselli, Tracy Evans – TEACHING Exceptional Children, 2018
The term deaf-blind suggests a complete absence of hearing and vision; however, the term actually refers to a population of individuals whose severity of hearing loss and vision loss is varied in some degree from moderate to total loss (Wiley, Parnell, & Belhorn, 2016; Zeza & Stavrou, 2015). According to the Individuals With Disabilities…
Descriptors: Deaf Blind, Coaching (Performance), Consultation Programs, Faculty Development
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Bundock, Kaitlin; O'Keeffe, Breda V.; Stokes, Kristen; Kladis, Kristin – TEACHING Exceptional Children, 2018
Research has shown that: (1) Curriculum-based monitoring (CBM) can be easily implemented and interpreted by teachers (e.g., Fuchs, Deno, & Mirkin, 1984); (2) student outcomes have improved when teachers use CBM to inform instructional decision making (e.g., Fuchs, Fuchs, Hamlett, & Stecker, 1991); (3) reliable and valid measures have been…
Descriptors: Educational Strategies, Progress Monitoring, Oral Reading, Reading Fluency
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Hager, Karen D. – TEACHING Exceptional Children, 2018
Delivering high-quality instruction grounded in evidence-based practices is one of the most important responsibilities of special education teachers. However, simply implementing effective evidence-based practices is not enough to ensure positive results; the practices must be implemented with fidelity (Cook & Odom, 2013). Although there are…
Descriptors: Video Technology, Self Evaluation (Individuals), Teacher Evaluation, Educational Technology
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Strickland, Tricia K. – TEACHING Exceptional Children, 2016
Recent research has explored the efficacy of the CRA-I (concrete-representational-abstract) strategy with students with disabilities (Strickland & Maccini, 2012, 2013). The CRA-I strategy is a promising practice that special educators have used to teach algebra to students with high-incidence disabilities. The CRA-I strategy is a modification…
Descriptors: Algebra, Mathematics Instruction, Teaching Methods, Disabilities
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Rowe, Dawn A.; Mazzotti, Valerie L.; Hirano, Kara; Alverson, Charlotte Y. – TEACHING Exceptional Children, 2015
As a result of the demanding 21st-century workforce, local education agencies are beginning to refocus and retool to ensure students with disabilities have the knowledge and skills to be productive adults and attain positive postschool outcomes. The skills 21st-century transition assessments address are relevant to teachers and students given the…
Descriptors: Disabilities, Transitional Programs, Skill Development, Readiness
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Ludlow, Barbara L.; Dieker, Lisa A.; Powell, Selma – TEACHING Exceptional Children, 2014
Professional journals are an integral component of information dissemination and professional development in the field of special education. Peer review of manuscripts submitted for consideration for publication in journals is the cornerstone of the professional review process, providing editors with advice about the value of the information…
Descriptors: Publications, Editing, Peer Evaluation, Proofreading
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Couvillon, Michael; Peterson, Reece L.; Ryan, Joseph B.; Scheuermann, Brenda; Stegall, Joanna – TEACHING Exceptional Children, 2010
Recent advocacy organization reports, Congressional hearings, and proposed federal legislation have called attention to the abusive use of physical restraint procedures in school settings. As a result, administrators and school officials wonder whether they should purchase "crisis intervention" training for staff and faculty members from outside…
Descriptors: Crisis Intervention, Staff Development, Program Evaluation, Program Effectiveness
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Simpson, Cynthia G.; Gaus, Mark D.; Biggs, Mary Jo Garcia; Williams, James, Jr. – TEACHING Exceptional Children, 2010
In this article, James Williams, a young man with Asperger's syndrome (AS) shares his experiences taking physical education in a generalized education setting and discusses the implications for students with AS. He was diagnosed with AS when he was 9 years old. School was tough at times, especially when social interactions came into play. One of…
Descriptors: Physical Education, Asperger Syndrome, Special Needs Students, Mainstreaming
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