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SeonYeong Yu; Lori E. Meyer – TEACHING Exceptional Children, 2024
Although many teachers hold generally positive views of using disability literature with children to support the development of more inclusive communities and schools (Beneke & Cheatham, 2020), little is known about how teachers work with families and address concerns families may have about using such literature. What follows are three…
Descriptors: Childrens Literature, Students with Disabilities, Disproportionate Representation, Regular and Special Education Relationship
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Michael J. Kennedy; John Elwood Romig – TEACHING Exceptional Children, 2024
There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students' overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or…
Descriptors: Cognitive Processes, Difficulty Level, Learning Theories, Students with Disabilities
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Megan E. Carpenter; Virginia L. Walker; Darcy Fredrick; Dave L. Edyburn – TEACHING Exceptional Children, 2023
Research supports the benefits of inclusive education for all students, including those with intellectual and developmental disabilities (IDD). Additionally, educators are supportive of the idea of including students with IDD in general education classrooms. However, they report many barriers to doing so, including a lack of a systematic process…
Descriptors: Access to Education, General Education, Regular and Special Education Relationship, Students with Disabilities
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Holly N. Johnson; Shawnee Y. Wakeman; Amy M. Clausen – TEACHING Exceptional Children, 2023
Many general education teachers have indicated they do not feel well prepared to meet the academic and behavioral needs of students with extensive support needs (ESN). Although teachers cite limited training, preparation, and experience as notable barriers to general education placements for students with ESN, the opportunity and success of the…
Descriptors: Students with Disabilities, Regular and Special Education Relationship, Inclusion, Student Needs
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Harbour, Kristin E.; McDaniel, Sara C.; Preast, June L.; Buchanan, Dania – TEACHING Exceptional Children, 2022
Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics…
Descriptors: Evidence Based Practice, Mathematics Instruction, Elementary School Students, Special Needs Students
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Anderson, Laura K. – TEACHING Exceptional Children, 2022
Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for Learning is a lesson planning framework that can guide teachers in inclusive lesson planning.…
Descriptors: Students with Disabilities, Intellectual Disability, Inclusion, Access to Education
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McCorkle, Laura S.; Diamond, Lindsay L. – TEACHING Exceptional Children, 2022
The Individuals with Disabilities Education Act (IDEA) requires children enrolled in Part C to have a transition plan in place at least 90 days before the child's third birthday (IDEA, 2004). This plan may include a transition to Part B services or an option to continue with Part C services until kindergarten (IDEA, 2004, §303.211). For the…
Descriptors: Federal Legislation, Educational Legislation, Equal Education, Students with Disabilities
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Murawski, Wendy W.; Hughes, Claire E. – TEACHING Exceptional Children, 2021
As more schools move to adopt inclusive practices, special educators are expected to provide services to students in new settings, collaborate with their general education colleagues, and navigate various difficult situations. These new settings, models, and collaborative efforts can be stressful for the special educator because of the conflicts…
Descriptors: Special Education Teachers, Inclusion, Regular and Special Education Relationship, Teacher Collaboration
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Leytham, Patrick A.; Nguyen, Nghia; Rago, David – TEACHING Exceptional Children, 2021
The purpose of this article is to assist general and special educators in identifying and implementing effective academic programming in the general education environment for students with autism spectrum disorder (ASD). Throughout this article, the authors attempt to demonstrate how students with ASD can successfully receive instruction in a…
Descriptors: Students with Disabilities, Elementary School Students, Children, Autism
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Dillon, Suzanna; Armstrong, Erika; Goudy, Leah; Reynolds, Hannah; Scurry, Sara – TEACHING Exceptional Children, 2021
Central to positive learning outcomes for students with disabilities is the ability of the individualized education program (IEP) team to work collaboratively. Within the IEP team, effective service delivery involves direct and related service providers working in an interdisciplinary capacity as they share professional responsibilities to…
Descriptors: Special Education, Students with Disabilities, Delivery Systems, Individualized Education Programs
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O'Neil, Kason; Olson, LeAnn – TEACHING Exceptional Children, 2021
In addition to psychomotor and cognitive learning, social development is one of the three pillars of the national standards for physical education instruction. Though a plethora of research has exhibited the benefits social inclusion can have for students with and without disabilities, inclusion cannot be successful unless physical educators are…
Descriptors: Inclusion, Students with Disabilities, Physical Education, Peer Acceptance
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Black, Kristine; Hill, Pamela – TEACHING Exceptional Children, 2020
Legislation has paved the way for students with disabilities to be afforded the same educational opportunities as students without disabilities (Individuals with Disabilities Education Improvement Act, 2004), leading to the importance of collaboration between special and general education teachers so that students receive effective instruction.…
Descriptors: Inclusion, Meetings, Teacher Collaboration, Special Education Teachers
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Kurth, Jennifer A.; Miller, Amanda L.; Toews, Samantha Gross – TEACHING Exceptional Children, 2020
Inclusive education is "a process that helps overcome barriers" to presence, participation, and achievement in school (UNESCO, 2017, p. 7) for all youth, including students who have been historically marginalized and students with disabilities. For youth with disabilities specifically, inclusive education is the provision of necessary…
Descriptors: Inclusion, Special Education, Educational Legislation, Equal Education
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Dazzeo, Robin; Rao, Kavita – TEACHING Exceptional Children, 2020
Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that…
Descriptors: Students with Disabilities, Learning Disabilities, Reading Comprehension, Reading Difficulties
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Gross, Kelly M. – TEACHING Exceptional Children, 2020
Content literacy is necessary for students to be successful in meeting the National Core Arts Standards in the areas of creating, presenting, responding, and connecting. Art educators can with work special educators to support students with disabilities to develop disciplinary literacy using an adapted before-during-after (B-D-A) content literacy…
Descriptors: Visual Literacy, Art Education, Art Teachers, Special Education
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