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Using UDL to Plan a Book Study Lesson for Students with Intellectual Disabilities in Inclusive Classrooms
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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
Inclusive Comprehension Strategy Instruction: Reciprocal Teaching and Adolescents with Intellectual Disability
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Hovland, Jessica B. – TEACHING Exceptional Children, 2020
The ability to read independently is essential for success in high school, college, and most careers. Students with disabilities must be able to comprehend literally and inferentially to meet the demands of the general education curriculum and navigate the complex political, social, and economic environment of the 21st century (King- Sears &…
Descriptors: Students with Disabilities, Teaching Methods, Reciprocal Teaching, Reading Comprehension
Specially Designed Instruction in Secondary Co-Taught Mathematics Courses
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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
Using the CRA-I Strategy to Develop Conceptual and Procedural Knowledge of Quadratic Expressions
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Strickland, Tricia K. – TEACHING Exceptional Children, 2016
Recent research has explored the efficacy of the CRA-I (concrete-representational-abstract) strategy with students with disabilities (Strickland & Maccini, 2012, 2013). The CRA-I strategy is a promising practice that special educators have used to teach algebra to students with high-incidence disabilities. The CRA-I strategy is a modification…
Descriptors: Algebra, Mathematics Instruction, Teaching Methods, Disabilities
Promoting Inclusion, Social Connections, and Learning through Peer Support Arrangements
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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
Digital Access: "Using Blogs to Support Adolescent Writers with Learning Disabilities"
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Jones, Sarah R. – TEACHING Exceptional Children, 2012
Adolescents with learning disabilities need explicit supports to improve their written expression, but those structures and supports are best utilized in an environment that promotes authentic writing resembling the writing students will produce in adult life and work. Classroom blogs may offer special educators an authentic context for writing…
Descriptors: Learning Disabilities, Web Sites, Electronic Publishing, Special Education Teachers