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Werner Juarez, Sara – TEACHING Exceptional Children, 2023
While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral…
Descriptors: COVID-19, Pandemics, Telecommunications, Behavior Modification
McLucas, Alan S.; Wilson, Sarah E.; Lovette, Gail E.; Therrien, William J. – TEACHING Exceptional Children, 2023
Journalists have reported large-scale lead poisoning affecting children in cities such as Flint, Michigan. Unfortunately, children's exposure to lead is not isolated and occurs throughout the country in both urban and rural settings. The effects of lead exposure can cause children to develop disabilities, potentially requiring special education…
Descriptors: Poisoning, Child Health, Hazardous Materials, Special Education
Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development
Raley, Sheida K.; Hagiwara, Mayumi; Shogren, Karrie A.; Matusevich, Hunter – TEACHING Exceptional Children, 2023
Self-determination is a predictor of positive in- and post-school outcomes, including access to general education, competitive employment, and community participation. Emerging research has focused on promoting self-determination for all students given alignments with college and career readiness frameworks and equity-based education. However, it…
Descriptors: Self Determination, Individualized Education Programs, Measures (Individuals), Intervention
Boyle, Joseph R.; Frith, Danielle M.; Joyce, Rachael L. – TEACHING Exceptional Children, 2023
For students with disabilities (SWD), note taking during content area classes can be a puzzling process. Students often are not certain about what specific content to record, how many details to record, and how to write fast enough to keep up with the teacher. Smartpens are an underutilized type of technology that can help students to become…
Descriptors: Teaching Methods, Notetaking, Students with Disabilities, Technology Uses in Education
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
Renee Speight; Nancy Welsh-Young – TEACHING Exceptional Children, 2023
It is important classroom teachers have efficient tools to support student demonstration of expected classroom behaviors as contextually inappropriate behavior can impede learning. This is of particular importance in secondary settings given overreliance on punitive strategies (e.g., suspension). Interdependent group contingencies have been shown…
Descriptors: Secondary School Students, Student Behavior, Behavior Problems, Classroom Techniques
Sean J. Smith; Amber Rowland; K. Alisa Lowrey – TEACHING Exceptional Children, 2023
Middle school learners with disabilities, particularly learning disabilities, struggle with organizing their thoughts, expressing their ideas, spelling, the use of content vocabulary, the mechanics of writing, fluency, and overall, the primary elements of written expression (Graham et al., 2015). While writing complicates learning for students…
Descriptors: Middle School Students, Students with Disabilities, Learning Disabilities, Writing Instruction
Andrew R. Scheef; Aleksandra Hollingshead; Kalley Malone; Whitney M. Sherman; Adrienne Seamans; Toni Sabala; Janice Carson – TEACHING Exceptional Children, 2023
Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper…
Descriptors: Students with Disabilities, Inclusion, Paraprofessional Personnel, Classroom Environment
S. Blair Payne; Elizabeth Swanson – TEACHING Exceptional Children, 2023
Nearly every secondary-age student must complete homework for their classes, and for many students with disabilities, completing homework at home is a struggle. Students with disabilities often require substantial support to execute homework assignments, and this responsibility frequently falls to their families. This dynamic can create a…
Descriptors: Student Motivation, Middle School Students, Homework, Parent School Relationship
Powell, Sarah R.; Bouck, Emily C.; Sutherland, Marah; Clarke, Ben; Arsenault, Tessa L.; Freeman-Green, Shaqwana – TEACHING Exceptional Children, 2023
In this article, the authors focus on five instructional approaches with a strong evidence base for the teaching and learning of math: (a) plan, model, and practice: systematic and explicit instruction; (b) focus on the language of math; (c) use multiple representations, including number lines; (d) build fluency; and (e) provide word problem…
Descriptors: Mathematics Instruction, Instructional Design, Teacher Competencies, Mathematics Achievement
Hughes, Elizabeth M.; Witzel, Bradley S.; Myers, Jonte; Lin, Tzu Hsing – TEACHING Exceptional Children, 2023
Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We…
Descriptors: Mathematics Education, Learning Disabilities, Student Development, Educational Development
Root, Jenny; Saunders, Alicia; Jimenez, Bree; Gilley, Deidre – TEACHING Exceptional Children, 2023
In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution for Education Sciences (Fuchs et al., 2021). In addition, we use identified evidence-based…
Kong, Jennifer E.; Arizmendi, Genesis D.; Doabler, Christian T. – TEACHING Exceptional Children, 2023
This article focuses on implementing the Science of Math through a culturally responsive framework designed to support culturally and linguistically diverse students in math classrooms. We consider the influence of (second) language acquisition and instructional environments for students in addition to specific ways to increase instructional…
Descriptors: Culturally Relevant Education, Student Diversity, Second Language Learning, Educational Environment
Witzel, Bradley; Myers, Jonté A. – TEACHING Exceptional Children, 2023
Solving word problems is a large part of algebra coursework and statewide testing. However, solving secondary mathematics word problems is difficult for most students and extremely challenging for students with specific learning disabilities (SLD). In recent meta-analyses, two problem solving strategies emerged as effective for secondary students…
Descriptors: Problem Solving, Word Problems (Mathematics), Algebra, Heuristics
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