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Stehle Wallace, Erin; Senter, Reed; Peterson, Nicole; Dunn, Kelsey T.; Chow, Jason – TEACHING Exceptional Children, 2022
Students' language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as they're likely to have students with language disorders in their classroom. Typically,…
Descriptors: Language Skills, Interdisciplinary Approach, Speech Language Pathology, Allied Health Personnel
Carlisle, Lindsay M.; VanUitert, Victoria J.; McDonald, Sean M.; Kunemund, Rachel; Kennedy, Michael J. – TEACHING Exceptional Children, 2022
Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students' understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is…
Descriptors: Multimedia Instruction, Culturally Relevant Education, Direct Instruction, Vocabulary Development
Shelton, Alexandra; Wexler, Jade; Kurz, Leigh Ann; Swanson, Elizabeth – TEACHING Exceptional Children, 2021
To support reading comprehension and content acquisition among middle school students with reading disabilities and difficulties, content area teachers must employ evidence-based literacy instruction. This type of instruction is especially crucial in the content areas because the majority of students with disabilities--those who typically struggle…
Descriptors: Evidence Based Practice, Reading Instruction, Content Area Reading, Reading Comprehension
Gibbs, Anna S.; Reed, Deborah K. – TEACHING Exceptional Children, 2021
Delays in oral language development in early childhood can be an indicator for later reading disabilities and affect students' overall school success through high school. Fortunately, there are research-based approaches to help young students at risk for reading disabilities make long-term improvements in their vocabulary development skills. This…
Descriptors: At Risk Students, Reading Difficulties, Story Reading, Reading Aloud to Others
Brown, Sally A.; Pyle, Nicole – TEACHING Exceptional Children, 2021
Reading comprehension expectations in content areas have increased for students during the past decade. Many secondary students, including students with learning disabilities, improve their reading proficiency of grade-level text when they receive explicit instruction. The authors propose a self-questioning strategy routine designed to enhance…
Descriptors: Secondary School Students, Reading Comprehension, Questioning Techniques, Teaching Methods
Sanders, Sara; Jolivette, Kristine; Rollins, Lauren Hart; Shaw, Ashley – TEACHING Exceptional Children, 2021
The intertwined academic and behavior deficits, often referred to as the failure cycle, of students with and at risk for emotional and behavioral disorders (EBD) negatively impact learning and skill acquisition. Reading comprehension is one academic area where students with and at risk for EBD display significant deficits. The self-regulated…
Descriptors: Emotional Disturbances, Behavior Disorders, Reading Comprehension, Reading Strategies
Whitbread, Kathleen M.; Knapp, Sheryl L.; Bengtson, Melissa – TEACHING Exceptional Children, 2021
According to research by the National Institute of Child Health and Human Development (NICHD; 2000), reading is the single most important skill a child will learn in life. Reading proficiency is a powerful predictor of academic success, on-time graduation, and future earning potential in the workforce. Children who reach adulthood without adequate…
Descriptors: Reading Instruction, Reading Skills, Students with Disabilities, Intellectual Disability
Mulcahy, Candace A.; Wertz, Jeanette A. – TEACHING Exceptional Children, 2021
Originally implemented in general education classrooms, project-based learning (PjBL) is gaining traction in classrooms serving diverse learners at the elementary, middle, and high school levels as well as in alternative and segregated settings. Emerging evidence suggests PjBL may be especially useful for engaging students at risk of school…
Descriptors: Active Learning, Student Projects, College Readiness, Career Readiness
Hartwig, Rhyanne; McMullen, Brock – TEACHING Exceptional Children, 2021
The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities are becoming more independent and empowered, however, there are many potential risks students with disabilities face, especially in the area of…
Descriptors: Students with Disabilities, Child Safety, Skill Development, Physical Education Teachers
Yun, Joonkoo; Sur, Myung Ha; Shapiro, Deborah R. – TEACHING Exceptional Children, 2021
Physical activity (PA) promotion for children with disabilities tends to be less of a priority in physical education teacher education programs when compared with a focus on motor and sport-specific skills and strategies. As a result, physical education teachers tend to have less competence in promoting PA of students with disabilities, leaving…
Descriptors: Physical Activity Level, Students with Disabilities, Physical Education Teachers, Inclusion
Olive, Caitlin; Gaudreault, Karen Lux; Lucero, Adriana – TEACHING Exceptional Children, 2021
Benefits of developing SEL skills can include improved academic success, emotional health, increased patience for problem solving, and enhanced emotional control and regulation (Ciotto & Gagnon, 2018). Physical education (PE) can be used as an avenue to teach SEL skills by connecting the affective domain (Ciotto & Gagnon, 2018) with the…
Descriptors: Social Emotional Learning, Curriculum Implementation, Adapted Physical Education, Teaching Methods
Kelly, Jerae; Taboada Barber, Ana – TEACHING Exceptional Children, 2021
Interactive read alouds (IRAs) present an opportunity for early elementary educators to support their students' academic skills as well as social development. Conducting IRAs with narrative texts, in particular, showcases how academic and social skills work together to support children's reading comprehension alongside social development. When IRA…
Descriptors: Inferences, Reading Aloud to Others, Elementary School Teachers, Social Development
Blackwell, William; Stockall, Nancy – TEACHING Exceptional Children, 2021
This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Communication Skills
Hall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip – TEACHING Exceptional Children, 2021
The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during…
Descriptors: Students with Disabilities, Reading Difficulties, Teaching Methods, Student Responsibility
Cook, Sara Cothren; Collins, Lauren W.; Madigan, Jennifer; McDuffie Landrum, Kimberly; Cook, Lysandra – TEACHING Exceptional Children, 2021
Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs…
Descriptors: Inclusion, Team Teaching, Coaching (Performance), Faculty Development