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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
Stansberry Brusnahan, L. Lynn; Harkins Monaco, Elizabeth A.; Fuller, Marcus; Dixon, Korto – TEACHING Exceptional Children, 2023
For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student's multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging…
Descriptors: Diversity, Equal Education, Inclusion, Intersectionality
Landmark, Leena Jo; Stockall, Nancy; Cole, Corinna Villar; Mitchell, Vickie J.; Durán, Jaime B.; Gushanas, Christina M. – TEACHING Exceptional Children, 2022
Much has been written about the challenges of effective transition planning (e.g., Cavendish & Connor, 2018; Landmark etal., 2007; Luft, 2015). In this article, ways to mitigate some of these common challenges are provided, including low or passive student and family involvement, unresponsiveness to family culture, poor communication between…
Descriptors: Transitional Programs, Early Childhood Education, Postsecondary Education, Student Participation
Zirkel, Perry A. – TEACHING Exceptional Children, 2020
Teachers and parents often find special education law complex and confusing. As one step for a basic foundation in special education law, a previous "TEACHING Exceptional Children" article (Zirkel, 2005) provided a snapshot of the "top five case concepts" based on 10 decisions from the Supreme Court. Each of these decisions…
Descriptors: Special Education, Educational Legislation, Students with Disabilities, Disabilities
Diamond, Lindsay Lile; Hsiao, Yun-Ju – TEACHING Exceptional Children, 2019
This article introduces a center-based direct instruction lesson using picture-based situation cards paired with a problem-solving poster that teachers can implement within the classroom to proactively teach the skill of problem-solving to children between the ages of 3 and 5 years old.
Descriptors: Problem Solving, Decision Making, Preschool Children, Visual Aids
Rodgers, Wendy J.; Weiss, Margaret P. – TEACHING Exceptional Children, 2019
Nearly 63% of students with disabilities are included in general education classrooms for some part of their day, and at the high school level, 79% participate in state reading and math assessments (U.S. Department of Education, 2016). Middle and high school classes pose particular challenges because, unlike elementary classrooms, they are usually…
Descriptors: Teaching Methods, Team Teaching, Disabilities, General Education
Fallon, Lindsay M.; Kurtz, Kathryn D. – TEACHING Exceptional Children, 2019
Students may benefit from evidence-based interventions to support their classroom learning (Carmago et al., 2016). Additionally, laws and policies, such as the Every Student Succeeds Act (2015) and the Individuals With Disabilities Education Act (2006), mandate the implementation of evidence-based practices to improve student outcomes in schools.…
Descriptors: Intervention, Student Behavior, Evidence Based Practice, Program Effectiveness
Swanson, Elizabeth; Stevens, Elizabeth A.; Wexler, Jade – TEACHING Exceptional Children, 2019
Students in middle school social studies classes are expected to learn content through text. Unfortunately, many students, particularly those with disabilities, struggle to comprehend grade-level texts (NCES, 2017). Implementing high-quality, text-based discussions is no easy task, yet it provides a way to support students with disabilities in the…
Descriptors: Learner Engagement, Disabilities, Middle School Students, Discussion (Teaching Technique)
Corr, Catherine – TEACHING Exceptional Children, 2019
The Council for Exceptional Children (CEC) recognizes that all children and youth with disabilities have the right to live and flourish in a safe environment where they are protected from maltreatment. In January 2018, CEC formed a work group to write a policy statement on the prevention of and response to maltreatment. The complete CEC Policy on…
Descriptors: Disabilities, Children, Youth, Child Abuse
Knudsen, Molly E.; Bethune, Keri S. – TEACHING Exceptional Children, 2018
There is an overrepresentation of students with disabilities within the population of students excluded (i.e., suspended or expelled) from school. Students with disabilities are suspended for behaviors that are, for the most part, nonviolent and not unlike the behaviors of their general education peers. The Individuals With Disabilities Education…
Descriptors: Disabilities, Student Behavior, Disproportionate Representation, Suspension
Wood, Charles L.; Kisinger, Kerry W.; Brosh, Chelsi R.; Fisher, Larry B.; Muharib, Reem – TEACHING Exceptional Children, 2018
Many teachers have difficulty supporting students with challenging behavior. Students who shout out, are frequently off task, have a tantrum, or don't follow directions can be disruptive and bring a teacher's lesson to a halt. Other students may struggle to communicate their needs. As a result, these students may engage in challenging behavior to…
Descriptors: Intervention, Behavior Problems, Functional Behavioral Assessment, Evidence Based Practice
Bullock, Jennifer – TEACHING Exceptional Children, 2018
What do special education practitioners want to learn and how do they want to learn it? These questions drove a recent Council for Exceptional Children (CEC) Professional Development Needs Assessment Survey that revealed important insights that are already helping CEC tailor its programs to mirror the needs of practitioners across the field of…
Descriptors: Needs Assessment, Preferences, Special Education Teachers, Faculty Development
Collins, Belva C.; Lo, Ya-yu; Park, Gwitaek; Haughney, Kathryn – TEACHING Exceptional Children, 2018
Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay;…
Descriptors: Behavior Modification, Prompting, Direct Instruction, Teaching Methods
Phillips, Lauren A.; Briggs, Adam M.; Fisher, Wayne W.; Greer, Brian D. – TEACHING Exceptional Children, 2018
Elopement occurs when an individual runs away from or leaves a supervised area. Elopement is a dangerous behavior that requires diligence from school personnel in order to effectively reduce its occurrence. Using a step-by-step process to identify the reasons goal-directed elopement occurs and then implementing an intervention to effectively teach…
Descriptors: Behavior Problems, Functional Behavioral Assessment, Intervention, Behavior Modification
Losinski, Mickey; Ennis, Robin Parks – TEACHING Exceptional Children, 2018
Childhood cancers are the second leading cause of death among children. Common childhood cancers include leukemia (34%), brain tumors (23%), and lymphomas (12%; Kaatsch, 2010). Fortunately, survival rates related to these diseases have been increasing (Phillips et al., 2015). There are approximately 388,500 survivors of childhood cancers, with…
Descriptors: Cancer, Children, Special Needs Students, Special Education