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Zimmermann, Leah M.; Reed, Deborah K. – TEACHING Exceptional Children, 2020
The ability to comprehend informational texts is critical to students' academic success in a range of content areas. However, informational texts pose challenges to the reading comprehension of adolescents with or at risk for learning disabilities (LD). One such challenge is the use of multiple text structures in a single text. Text structure…
Descriptors: Content Area Reading, Reading Comprehension, At Risk Students, Adolescents
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Drew, Sally Valentino; Olinghouse, Natalie G.; Faggella-Luby, Michael – TEACHING Exceptional Children, 2020
The inclusion of writing is implicit within the expectations of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), particularly within the science and engineering practices component of the standards. NGSS goals include educating all students in science and engineering and providing the foundational knowledge for…
Descriptors: Content Area Writing, Writing Instruction, Common Core State Standards, Science Instruction
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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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Goran, Lisa; Harkins Monaco, Elizabeth A.; Yell, Mitchell L.; Shriner, Jim; Bateman, David – TEACHING Exceptional Children, 2020
The primary message of the Supreme Court's ruling in "Endrew F. v. Douglas County School District" (hereinafter "Endrew F.," 2017) was that school districts are obligated to "offer an IEP [individualized education program] that is reasonably calculated to enable the child to make progress appropriate in light of the…
Descriptors: School Districts, Academic Achievement, Student Evaluation, Evaluation Methods
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Fowler, Susan A.; Coleman, Mary Ruth B.; Bogdan, William K. – TEACHING Exceptional Children, 2019
The "State of the Special Education Profession" survey was commissioned by the Council for Exceptional Children (CEC) Pioneers Division and supported by CEC. It provides a current snapshot of the state of the special education profession and serves as a foundation for CEC leadership and program development. The goal of the survey is to…
Descriptors: Special Education, Special Education Teachers, Teaching (Occupation), Individualized Education Programs
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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
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Blackwell, William H.; Stockall, Nancy – TEACHING Exceptional Children, 2019
It is the responsibility of special educators to understand and interpret the results of high-stakes assessments for educational purposes and for communication to parents. To help teachers understand and accurately communicate high-stakes testing results, the authors describe a set of research-based strategies in the "RISC" process:…
Descriptors: Test Interpretation, High Stakes Tests, Test Results, Special Education
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Monahan, Jessica; Lombardi, Allison; Madaus, Joseph – TEACHING Exceptional Children, 2018
College and Career Readiness (CCR) is broadly defined as the ability of an individual to be successful in postsecondary education and employment. Although the definition of CCR continues to develop within policy and research, scholars suggest that both academic and nonacademic skills are crucial components. Recently a CCR framework for students…
Descriptors: College Readiness, Career Readiness, Disabilities, Postsecondary Education
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Hedin, Laura; DeSpain, Stephanie – TEACHING Exceptional Children, 2018
Although different authors define the SMART acronym differently, an IEP-related interpretation of the acronym is as follows: specific, measurable, action verbs, realistic, and time limited. In addition to these features, well-written IEP goals reflect students' unique strengths and needs. This article discusses how educators can produce specific,…
Descriptors: Individualized Education Programs, Goal Orientation, Educational Objectives, Disabilities
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Collins, Lauren W.; Cook, Sara Cothren; Sweigart, Chris A.; Evanovich, Lauren L. – TEACHING Exceptional Children, 2018
There is a growing body of research that supports the use of performance feedback as a method of increasing teachers' use of effective practices (Cornelius & Nagro, 2014; Sweigart et al., 2016). Put simply, performance feedback involves a colleague or coach observing a teacher and providing specific feedback about the instruction to increase a…
Descriptors: Feedback (Response), Performance, Teacher Effectiveness, Disabilities
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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
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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
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Swanson, Elizabeth; Wexler, Jade – TEACHING Exceptional Children, 2017
One of the most efficient ways of learning essential content in the curriculum is through reading; however, accessing content through reading even some of the most basic texts for many students with disabilities is a challenge (C. Lee & Spratley, 2010). As a student enters secondary settings, text complexity, vocabulary demands, and curricular…
Descriptors: Adolescents, Disabilities, Regular and Special Education Relationship, Special Education Teachers
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Capin, Philip; Vaughn, Sharon – TEACHING Exceptional Children, 2017
Significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within an increasingly competitive work environment. National data (National Assessment of Educational Progress [NAEP], 2015) have shown improvements among fourth- and…
Descriptors: Reading Improvement, Social Studies, Reading Difficulties, Reading Comprehension
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Allsopp, David; Lovin, LouAnn H.; van Ingen, Sarah – TEACHING Exceptional Children, 2017
Special educators can play an essential role in the development of students' understanding of and capacity to do mathematics. Whether a special education teacher's goal is to help kindergartners develop counting skills or to support 10th graders in constructing geometric proofs and whether instruction will occur in co teaching, consulting, or…
Descriptors: Mathematics Achievement, Special Education, Special Education Teachers, Mathematics Instruction
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