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Showing 1 to 15 of 152 results Save | Export
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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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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
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Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B. – TEACHING Exceptional Children, 2015
Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…
Descriptors: Severe Disabilities, Inclusion, Mainstreaming, Peer Teaching
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Pence, Alicia R.; Dymond, Stacy K. – TEACHING Exceptional Children, 2015
Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities…
Descriptors: Clubs, Extracurricular Activities, Severe Disabilities, Student Participation
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Murawski, Wendy W. – TEACHING Exceptional Children, 2012
In this era of collaboration, educators are frequently expected to co-plan with one another on a regular basis. Unfortunately, the expectation of co-planning is not often accompanied by the time required or by the strategies necessary to plan effectively and efficiently for the inclusive classroom. This article provides 10 concrete tips for…
Descriptors: Cooperative Planning, Time Management, Guides, Teacher Collaboration
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Luckner, John L.; Slike, Samuel B.; Johnson, Harold – TEACHING Exceptional Children, 2012
A hearing loss of any type has the potential to adversely impact development leading to language, literacy, social, and academic delays. Currently, approximately 87% of students who are deaf or hard of hearing spend at least part of each day in a general education classroom. In order to optimally benefit from receiving educational services in the…
Descriptors: Partial Hearing, Deafness, Academic Accommodations (Disabilities), Accessibility (for Disabled)
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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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Kellems, Ryan O.; Morningstar, Mary E. – TEACHING Exceptional Children, 2010
The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…
Descriptors: Transitional Programs, Parent Participation, Parent School Relationship, Career Awareness
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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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Jenkins, Amelia A.; Yoshimura, Jodi – TEACHING Exceptional Children, 2010
Today's teachers face many challenges, and one of their most challenging tasks is to meet the needs of and support the success of a diverse group of students, including those with disabilities. How confident are elementary teachers in meeting the needs of the students with disabilities in their general education classes? In areas of low…
Descriptors: Faculty Development, Elementary School Teachers, Special Education, Special Needs Students
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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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Rossetti, Zachary S.; Goessling, Deborah P. – TEACHING Exceptional Children, 2010
Much has been written on the roles and responsibilities of paraeducators in inclusive classrooms related to instruction, behavioral support, and their supervision by general and special educators. Paraeducators are defined as school support staff who work under the direction of a certified teacher and assist students with instruction,…
Descriptors: Autism, Developmental Disabilities, Friendship, 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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Causton-Theoharis, Julie N. – TEACHING Exceptional Children, 2009
Inclusion is a way of thinking--a deeply held belief that all children, regardless of ability or disability, are valued members of the school and classroom community. Inclusive classrooms are places where all students "are integral members of classrooms, feel a connection to their peers, have access to rigorous and meaningful general education…
Descriptors: Disabilities, Special Education Teachers, Physical Therapy, Occupational Therapy
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Dukes, Charles; Lamar-Dukes, Pamela – TEACHING Exceptional Children, 2009
In order to help teachers understand the importance of intentional design for inclusive education, this article describes the design process an engineer might use when designing a new project. If teachers learn to think like engineers, it is possible for them to design inclusive education. This conceptual design can then be combined with…
Descriptors: Inclusive Schools, Figurative Language, Secondary Schools, Teaching Methods
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