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Four Strategies for Supporting Students With Dyslexia in Solving Mathematics Word Problems TEACHING Exceptional Children Pub Date : 2024-04-24 Alison M. Hardy, Nathan H. Clemens
Solving mathematics word problems requires skills from multiple domains, including efficient word-decoding skills, text comprehension, problem solving, and arithmetic. Word problems can be especially difficult for students with dyslexia (i.e., word-level reading disability), causing frustration for students and teachers. This article discusses the complex process of solving word problems and outlines
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Powerful Partnerships: Improving Family-School Relationships for Students With Visual Impairments or Deafblindness TEACHING Exceptional Children Pub Date : 2024-04-22 Beth A. Jones, Belinda Rudinger
This article highlights the importance of partnerships between families and teachers of students with visual impairments and/or deafblindness by situating this collaborative effort squarely in the legal mandates to collaborate and the research support for effective practices. Six strategies, aligned with the high leverage practices for collaboration, are shared to provide concrete ways for facilitating
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IEP Meeting Facilitation Strategies for Meaningful Inclusion of Students With Disabilities TEACHING Exceptional Children Pub Date : 2024-04-16 Sarah Quinn, Wendy Machalicek
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The Application of Time Delay to Teach Students With Extensive Support Needs TEACHING Exceptional Children Pub Date : 2024-04-16 Fred Spooner, Robert Pennington, Ashley Anderson, Thai Ray Williams
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Intensifying Reading Interventions by Making Instruction More Explicit TEACHING Exceptional Children Pub Date : 2024-04-16 Rachel E. Donegan, Sally K. Fluhler
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Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs TEACHING Exceptional Children Pub Date : 2024-04-13 Megan E. Carpenter, Virginia L. Walker, Andy B. Masud, Holly N. Johnson
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Deconstructing Identity: Empowering Student Diversity Through Critical Literacy for Enhanced Transitions TEACHING Exceptional Children Pub Date : 2024-04-12 Marie L. Wagner
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Developing Quality IEP Goals in the Age of Artificial Intelligence TEACHING Exceptional Children Pub Date : 2024-04-12 Chengan Yuan, Juliet E. Hart Barnett
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Using Manipulative-Based Instructional Sequences to Increase the Understanding of Fractional Concepts of Students With Mathematical Learning Disabilities TEACHING Exceptional Children Pub Date : 2024-04-09 Kathryn Lavin Brave, Izzy Berman, Debita Basu, Alexis Szkotak
Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students’ strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with
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Making STEM Accessible for Students With Visual Impairments: Implications for Practice TEACHING Exceptional Children Pub Date : 2024-03-28 Karen E. Koehler, Kimberley M. Picard
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Be the Best Bridge Builder You Can Be! TEACHING Exceptional Children Pub Date : 2024-03-26 Kareem Thompson
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Building and Sustaining a Collaborative Educational Team: Teachers and Paraprofessionals TEACHING Exceptional Children Pub Date : 2024-03-20 Jacquelyn M. Urbani, Pamela LePage, Samantha Watson-Alvarado
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Translating Systems Coaching Research to Practice TEACHING Exceptional Children Pub Date : 2024-03-15 Jennifer D. Pierce
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Tips for Improving Paraeducator Implementation of Behavior Intervention Plans TEACHING Exceptional Children Pub Date : 2024-03-15 Emily Eyrolles Sobeck, Rachel Robertson
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Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary TEACHING Exceptional Children Pub Date : 2024-03-14 Elizabeth A. Stevens, Megan H. Mowbray
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Artificial Intelligence . . . In the Early Childhood Special Education Classroom!!? TEACHING Exceptional Children Pub Date : 2024-03-13 Conrad Oh-Young, Michael Karlin
ChatGPT, an artificial intelligence (AI) large language model system, has taken the world by storm. Fearful that students would use ChatGPT to circumvent the learning process, multiple school districts in the U.S. have outright banned its use. Despite this, there are some who suggest that ChatGPT has the potential to reshape the field of education (Heaven, 2023; Morrison, 2023). In order to demonstrate
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Cross-Age Peer Tutoring to Improve Literacy Outcomes for Students With Disabilities TEACHING Exceptional Children Pub Date : 2024-03-07 Emily Mauer, Elizabeth Swanson
Learning to read is of primary focus in the early grades. Reading can be a challenge for many students, especially those with disabilities. With rising class sizes, and more students with disabilities included in the general education setting, the need for more individualized support in literacy instruction is vital. Innovative approaches are needed to increase learning opportunities in ways that are
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Collaboration to Increase Cultural Relevance for African American English Speakers With Disabilities TEACHING Exceptional Children Pub Date : 2024-03-05 Mya H. Kelley, Imani Evans, Jason C. Chow
Students with disabilities who are speakers of African American English (AAE) can face barriers and challenges in the classroom. There is the potential for negative perceptions of AAE and a lack of understanding of dialectal differences to impact student expectations and outcomes. School leadership must prepare educators to implement strategies to support students with these intersecting identities
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Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families TEACHING Exceptional Children Pub Date : 2023-03-29 Endia J. Lindo, Kathleen B. Kyzar, Tracy Gershwin
Research has shown the importance of family-school collaboration in promoting positive student outcomes, but also the lack of satisfaction and trust on the part of both teachers and family members,...
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Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction TEACHING Exceptional Children Pub Date : 2023-03-22 Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Dale W. Matusevich
All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience dis...
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Solving Algebraic Word Problems Using General Heuristics Instruction TEACHING Exceptional Children Pub Date : 2023-03-10 Bradley Witzel, Jonté A. Myers
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 ...
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Diversity, Equity, and Inclusion: Teaching Intersectional Self Determination Skills with a Focus on Disability, Social Identity, and Culture TEACHING Exceptional Children Pub Date : 2023-03-10 L. Lynn Stansberry Brusnahan, Elizabeth A. Harkins Monaco, Marcus Fuller, Korto Dixon
For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student’s multiple socia...
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Better Health Through Exercise: Self-Management of Activity Tracking by Individuals with Intellectual Disabilities TEACHING Exceptional Children Pub Date : 2023-02-09 Linda K. Haymes, Keith Storey
Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesit...
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Time Is of the Essence: Individualizing Academic Intervention for Students of Transition Age TEACHING Exceptional Children Pub Date : 2023-01-14 Jeremy W. Ford, Amanda M. Kern, Julia P. Gorman, Conor D. Mooney
Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively t...
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Securing School-Based Mental Health Services Through a Six-Step IEP Approach TEACHING Exceptional Children Pub Date : 2023-01-14 Susan Larson Etscheidt, Nicole R. Skaar, Kerri L. Clopton, Stephanie L. Schmitz
This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. ...
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Addressing Barriers to Evidence-Based Practice: Using Evidence-Based Decision Making and High-Leverage Practices to Meet Student Needs TEACHING Exceptional Children Pub Date : 2023-01-04 Gretchen Scheibel
For the last decade, educators have been directed to use evidence-based practices in their classrooms. However, despite this direction, the use of these practices is not widespread in many classroo...
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Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support TEACHING Exceptional Children Pub Date : 2022-12-28 Andrew R. Scheef, Aleksandra Hollingshead, Kalley Malone, Whitney M. Sherman, Adrienne Seamans, Toni Sabala, Janice Carson
Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support...
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Securing School-Based Mental Health Services for Students With Disabilities: An Illustration of the Six-Component Approach TEACHING Exceptional Children Pub Date : 2022-12-08 Kerri L. Clopton, Stephanie L. Schmitz, Nicole R. Skaar, Susan Larson Etscheidt
The IDEA requires schools to evaluate and provide services to students who have a mental health issue that is deemed an educational disability or a mental health issue that is comorbid with an educ...
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Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities TEACHING Exceptional Children Pub Date : 2022-10-11 Jennifer E. Kong, Genesis D. Arizmendi, Christian T. Doabler
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...
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Using Sound Walls to Promote Independent Spellers TEACHING Exceptional Children Pub Date : 2022-10-11 Christina Novelli, Kristin L. Sayeski
Improving students’ spelling proficiency can increase their reading performance. Unfortunately, many students with specific learning disabilities in reading struggle with spelling. These students a...
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Allocating Resources for Tier 2 and 3 Implementation Within Positive Behavioral Interventions and Supports TEACHING Exceptional Children Pub Date : 2022-10-11 Angus Kittelman, M. Kathleen Strickland-Cohen, Kathleen M. Conley, Robert H. Horner
Schools have a finite number of resources each year to allocate towards the implementation of evidence-based practices (EBPs). Therefore, school leadership teams must carefully consider how resourc...
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Practice-Based Professional Development for Self-Regulated Strategy Development Writing Instruction With Secondary Teachers TEACHING Exceptional Children Pub Date : 2022-09-21 Amber B. Ray, Erin FitzPatrick
Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) i...
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Peer-Assisted Aided AAC Modeling for Students With Complex Communication Needs TEACHING Exceptional Children Pub Date : 2022-09-21 Harold L. Kleinert, Jacqui Kearns, Lou-Ann Land, Judith L. Page, Jane O’Regan Kleinert
This article presents the rationale, evidence base, and strategies for teachers and related service personnel to implement peer-assisted Augmentative & Alternative Communication (AAC) modeling with...
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Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs TEACHING Exceptional Children Pub Date : 2022-09-09 Jenny Root, Alicia Saunders, Bree Jimenez, Deidre Gilley
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 so...
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Improving Assistive Technology Access for Students With Chronic and Complex Medical Conditions: Lessons Learned From Young Cancer Survivors TEACHING Exceptional Children Pub Date : 2022-08-25 Lisa B. Carey, Andrea Harkins-Brown, Kathy Ruble, E. Juliana Paré-Blagoev, Kimberly Milla, Clifton P. Thornton, Lisa A. Jacobson
Students with chronic and complex medical conditions often require assistive technologies in order to accommodate both physical and cognitive needs. Survivors of childhood cancer who are eligible for special education offer a lens through which to examine barriers to assistive technology assessment, acquisition, use, and support for students with health impairments. In this article, we examine literature
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Using JIGSAW to Complete the Note-Taking Puzzle TEACHING Exceptional Children Pub Date : 2022-08-26 Joseph R. Boyle, Danielle M. Frith, Rachael L. Joyce
For students with disabilities (SWD), note taking during content area classes can be a puzzling process. Students often aren’t certain about what specific content to record, how many details to rec...
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Promoting Anti-Racism Practices and the Cycle of Critical Consciousness within Positive Behavior Interventions and Supports Frameworks TEACHING Exceptional Children Pub Date : 2022-08-26 Jonte’ C. Taylor, Whitney Hanley, Gwendolyn Deger, William C. Hunter
Note this manuscript has supplementary files that will only be available online and does not need to be included in the printed version. text for online abstract: The interpretation of behavior of ...
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Five Steps to Teach Simple Sentence Writing to Students With Learning Disabilities TEACHING Exceptional Children Pub Date : 2022-08-25 Shawn M. Datchuk, Leah M. Zimmermann, Kyle Wagner, Apryl L. Poch
Many students with learning disabilities struggle with sentence writing fluency, the skill of quickly and accurately generating words that follow rules of semantics, spelling, syntax, and usage wit...
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Teaching Statistical Literacy and Data Analysis to Students With Mathematics Difficulties TEACHING Exceptional Children Pub Date : 2022-08-21 Marah Sutherland, David Fainstein, Taylor Lesner, Georgia L. Kimmel, Ben Clarke, Christian T. Doabler
Being able to understand, interpret, and critically evaluate data is necessary for all individuals in our society. Using the PreK-12 Guidelines for Assessment and Instruction in Statistics Education-II (GAISE-II; Bargagliotti et al., 2020) curriculum framework, the current paper outlines five evidence-based recommendations that teachers can use to build understanding of statistical investigation and
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Using Multiple Representations to Foster Multiplicative Reasoning in Students With Mathematics Learning Disabilities TEACHING Exceptional Children Pub Date : 2022-08-04 Asha K. Jitendra, Barbara Dougherty, Victoria Sanchez, Luisana Suchilt
Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within multiplication instruction to develop a deep understanding
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Teaching Word Problem Solving to Students With Autism and Intellectual Disability TEACHING Exceptional Children Pub Date : 2022-08-08 Jenny R. Root, Alicia Saunders, Sarah K. Cox, Deidre Gilley, Amy Clausen
Word problem solving is the premise for students to generalize their problem solving skills to real world problems. This includes students with autism spectrum disorder (ASD) and intellectual disability (ID). Modified Schema-based Instruction (MSBI) is one strategy that research has shown is effective for teaching students with ASD/ID to acquire and generalize problem solving skills. The key word strategy
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Collaboration for School Mental Health Needs: A Case for High-Leverage Practices in a Culturally Responsive Framework TEACHING Exceptional Children Pub Date : 2022-08-01 Vanessa Eve Tucker, Laura Jean Matson
In this article we propose a model of collaboration for school teams as a guide to the provision of effective, individualized and culturally responsive school-based mental health supports. When school teams embark on this process, they must be ready to provide a continuum of care within a comprehensive plan. Collaboration is essential when working within this continuum. Using a case-based approach
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Inclusive Supports and Strategies to Increase Opportunities to Respond for All Learners TEACHING Exceptional Children Pub Date : 2022-07-28 Holly N. Johnson, Shawnee Y. Wakeman, Amy M. Clausen
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 inclusion of students with ESN in general education, should
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Differentiating Instruction for Students Who Are Blind and With Low Vision TEACHING Exceptional Children Pub Date : 2022-07-25 Sharon Vaughn, Abdulaziz Alsolami, Elizabeth Swanson
To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social connectedness, (c) managing physical space, and (d) effective instructional techniques. This article provides an overview for special educators on how
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Using the Data-Based Individualization Framework in Math Intervention TEACHING Exceptional Children Pub Date : 2022-07-20 Sarah R. Powell, Samantha E. Bos, Sarah G. King, Leanne Ketterlin-Geller, Erica S. Lembke
Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an instructional platform paired with progress monitoring. Then
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Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training TEACHING Exceptional Children Pub Date : 2022-07-17 Olivia R. Hester, Kristine Jolivette, Nicole C. Swoszowski
Check-in/check-out (CICO) is a widely used strategy for students with and without disabilities that is used in schools, sometimes as a tiered strategy within a multi-tiered system of support. Several adaptations to CICO have emerged across applications including extension to other educational settings (e.g., residential treatment facilities) and applied settings outside of school. We provide an overview
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Beyond the Dotted Line: Empowering Parents From Culturally and Linguistically Diverse Families to Participate TEACHING Exceptional Children Pub Date : 2022-07-11 Ya-Chih Chang, Mariela Avila, Hannah Rodriguez
Parent participation in the Individualized Education Program (IEP) process is a critical factor in improving the effectiveness of children’s special education programs and services. However, many families, particularly those from culturally and linguistically diverse (CLD) backgrounds, are unfamiliar with the IEP process and their rights under Individuals with Disabilities Education Act (IDEA). For
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Unicorns and Blessings: Supporting Culturally Diverse Twice-Exceptional Learners Through Learning Lab TEACHING Exceptional Children Pub Date : 2022-07-11 Aydin Bal, Dia Jackson, Renae D. Mayes, Freddrick Powell
Twice exceptional (2e) students are students who are both gifted and have a disability. At the intersection of exceptionality and race, twice exceptional students from racially minoritized communities may experience behavioral difficulties in schools. In this article, we provide information for educators as well as school and district administrators about the unique challenges and possibilities in
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Our Professional and Ethical Responsibilities to Support Student Mental Health TEACHING Exceptional Children Pub Date : 2022-07-08 Susan Larson Etscheidt, Nicole R. Skaar, Kerri L. Clopton, Stephanie L. Schmitz
In this series, we highlighted the importance of addressing the mental health needs of students with disabilities. The purpose of this final article in the series is to briefly summarize each article’s recommendations for addressing children’s mental health needs and to provide a compelling rationale for adopting those recommended practices. The rationale is introduced through a series of “why” questions
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Strength-Based Strategies for Twice-Exceptional High School Students With Autism Spectrum Disorder TEACHING Exceptional Children Pub Date : 2022-07-03 Sally M. Reis, Joseph W. Madaus, Nicholas W. Gelbar, Lawrence J. Miller
Academically talented students with autism spectrum disorder (ASD) have the potential to be successful both in high school and later in college, but their rate of post-secondary enrollment and completion lags behind their peers. Currently, limited information exists on strategies to help these students, often known as twice exceptional or 2e, to be academically successful in high school and prepare
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Trauma-Informed Schools: Implications for Special Education and School Counseling TEACHING Exceptional Children Pub Date : 2022-07-02 Robert Paul Maddox, II, James Rujimora, Lindsey M. Nichols, Mia Kim Williams, Tiffany Hunt, Richard Allen Carter, Jr
In this manuscript a review of the prevalence of trauma among students in the United States and its impact on child development and the educational environment is conducted. Case vignettes are used to highlight the impact of trauma present in schools and a framework for implementing trauma-informed care (TIC) in special education is explored. The Missouri Model for Trauma Informed Schools, an existing
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Practicing Anti-Racism as Inclusion: Start in Early Childhood! TEACHING Exceptional Children Pub Date : 2022-07-02 LaShorage Shaffer, Megan Vinh, Dorothy Shapland, Courtney O’Grady
The mission of the Division for Early Childhood (DEC) is to promote policies and advance evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities. DEC is an international membership organization for those who work with or on behalf of young children (0-8) with disabilities and other special
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Map It Out! Using Technology-Based Concept Mapping for Written Expression TEACHING Exceptional Children Pub Date : 2022-06-22 Sara M. Flanagan
For many students with high-incidence disabilities, they may experience challenges with written expression, beginning with brainstorming on-topic information prior to writing. One way to support brainstorming and, ultimately, content generation, is using concept mapping as a prewriting strategy. Concept maps are not writing-task specific, allowing them to be applied to a variety of writing tasks. Technology-based
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Supporting Families to Motivate Their Middle School Student During Homework Time TEACHING Exceptional Children Pub Date : 2022-06-08 S. Blair Payne, Elizabeth Swanson
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 stressful environment for working at home. Although supports
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Building Inclusive High School Communities for Autistic Students TEACHING Exceptional Children Pub Date : 2022-05-14 Lindsay F. Rentschler, Kara A. Hume, Jessica R. Steinbrenner
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Navigating Remote and Virtual Work-Based Learning Experiences for Students With Disabilities TEACHING Exceptional Children Pub Date : 2022-04-28 Jessica Ellott,Amber E. McConnell
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Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning TEACHING Exceptional Children Pub Date : 2022-04-28 Michelle M. Cumming,Cristina Criado,Jeehyun Park,Alexandra Arango,Maria L. Rodriguez,Michael Ali
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Assessing and Improving Adult Student (18+) Transition Programs TEACHING Exceptional Children Pub Date : 2022-04-22 Leena Jo Landmark,Vickie J. Mitchell,Christina M. Gushanas,Townsley Tayebianpour
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Designing an Inclusive Future: Including Diversity and Equity With Innovations in Special Education Technology TEACHING Exceptional Children Pub Date : 2022-04-22 Tara Kaczorowski,Don McMahon,Stephanie Gardiner-Walsh,Aleksandra Hollingshead