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Mahoney, Michael W. M. – TEACHING Exceptional Children, 2019
An increasing number of students with ASD receive special education services within secondary general education settings (Snyder, de Brey, & Dillow, 2018). Given that secondary teachers instruct multiple classes throughout the day, it is becoming more likely that general educators will have students with ASD in their classes and be responsible…
Descriptors: Autism, Pervasive Developmental Disorders, Peer Teaching, Teaching Methods
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Pokorski, Elizabeth A. – TEACHING Exceptional Children, 2019
Many teachers struggle with effectively managing challenging behavior, which occurs in the majority of classrooms serving young children. Teachers of young children (ages 3-8) commonly cite noncompliance, aggression, disruptive behavior, and poor social skills as being among the most challenging behaviors (Snell et al., 2012). For many of these…
Descriptors: Contingency Management, Child Behavior, Young Children, Classroom Techniques
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Greer, Claire W.; Erickson, Karen A. – TEACHING Exceptional Children, 2019
Counting is an important functional skill that is embedded throughout people's daily lives, which can result in numerous meaningful opportunities through which students can learn. Counting, especially early counting, provides a foundation for the development of later mathematics understanding and is highly predictive of later mathematics…
Descriptors: Students with Disabilities, Computation, Intellectual Disability, Mathematics Instruction
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)
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Filderman, Marissa J.; Toste, Jessica R. – TEACHING Exceptional Children, 2018
Reading proficiency is fundamental to school success. However, up to 50% of students with reading disabilities are not making adequate progress. Students who demonstrate persistent and severe reading difficulties require increasingly intensive instruction individualized to meet their instructional needs Individualizing instruction with…
Descriptors: Reading Difficulties, Reading Skills, Individualized Instruction, Decision Making
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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
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Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria – TEACHING Exceptional Children, 2018
Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing…
Descriptors: Autism, Pervasive Developmental Disorders, Educational Technology, Technology Uses in 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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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
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Coy, Justin N.; Kostewicz, Douglas E. – TEACHING Exceptional Children, 2018
Commonly used in research settings, noncontingent reinforcement (NCR) is a function-based intervention for decreasing challenging behaviors (Carr, Severtson, & Lepper, 2009). Function-based interventions effectively change behavior through detailed analysis of why the behavior occurs (Lane, Kalberg, & Shepcaro, 2009). Practitioners…
Descriptors: Behavior Problems, Developmental Disabilities, Stimuli, Classroom Environment
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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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Curtiss, Sarah L. – TEACHING Exceptional Children, 2018
The United States has a long, complicated history with sex education as, often, different stakeholders advocate dissimilar educational frameworks (Irvine, 2004). Although controversies remain in defining the boundaries of sex education, there is a movement both nationally and internationally to define sex education comprehensively (Haberland &…
Descriptors: Sexuality, Sex Education, Teaching Methods, Educational History
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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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