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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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Bambara, Linda M.; Thomas, Amanda; Chovanes, Jacquelyn; Cole, Christine L. – TEACHING Exceptional Children, 2018
Students with autism spectrum disorder (ASD) often experience conversational or pragmatic language difficulties which can interfere with reciprocal and sustained social interactions with peers (Paul, Orlovski, Marcinko, & Volkmar, 2009). Peer mediated intervention (PMI), in which typical peers serve as mentors, is emerging as an effective high…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Interpersonal Competence
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Shepley, Sally B. – TEACHING Exceptional Children, 2017
Self-instruction may not be 100% successful for everyone with an intellectual disability or Autism Spectrum Disorder; however, it is crucial to provide opportunities for learners to self-instruct to further increase independence. Adhering to the steps and considerations described here, practitioners can at least begin reducing their support and…
Descriptors: Handheld Devices, Telecommunications, Intellectual Disability, Pervasive Developmental Disorders
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Smith, Sean J.; Basham, James D. – TEACHING Exceptional Children, 2014
With the growth in blended and fully online K-12 instruction, all students, including those with disabilities, are finding online learning a viable option to address learner variability. Personalized learning or the individualized education program appears to align well with the many features of blended and fully online instruction. The purpose of…
Descriptors: Disabilities, Electronic Learning, Blended Learning, Elementary Secondary Education
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Musti-Rao, Shobana; Hawkins, Renee O.; Tan, Carol – TEACHING Exceptional Children, 2011
In recent years, the response to intervention (RTI) model has not only gained popularity as an alternate approach to identifying students with learning disabilities but also offered general education teachers a framework for problem solving at the classroom level. The model emphasizes ongoing progress monitoring of student performance to make…
Descriptors: Intervention, Learning Disabilities, Problem Solving, Foreign Countries
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Swedeen, Beth L.; Carter, Erik W.; Molfenter, Nancy – TEACHING Exceptional Children, 2010
The general education curriculum comprises more than just the academic courses students take. The wide range of extracurricular clubs, sports teams, performing arts programs, student government positions, career development activities, service-learning projects, and other school-sponsored activities offered in middle and high schools provide a…
Descriptors: Multiple Disabilities, Mental Retardation, Transitional Programs, Severe Disabilities
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Gongola, Leah C.; Daddario, Rosemarie – TEACHING Exceptional Children, 2010
The use of interventions to create behavior change among students with disabilities has an extended and complex history (Horner et al., 2005). Practitioners involved in the field of special education often debate best practices from an immense array of available interventions (Heflin & Simpson, 1998). Service providers express concern about…
Descriptors: Behavior Modification, Disabilities, Reinforcement, Ethics
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Kellems, Ryan O.; Morningstar, Mary E. – TEACHING Exceptional Children, 2010
The Individuals With Disabilities Education Improvement Act of 2004 (IDEA) states that transition planning should begin at the earliest age appropriate and no later than age 16. IDEA requires schools to make collaborative efforts to provide students access to an array of postschool activities including integrated employment, postsecondary…
Descriptors: Transitional Programs, Parent Participation, Parent School Relationship, Career Awareness
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Broun, Leslie – TEACHING Exceptional Children, 2009
In classrooms, it is not unusual to see students who struggle to produce legible print. In actuality, many students have difficulty with the physical printing and writing processes ("handwriting")--difficulty that is significant enough to interfere with their academic performance. Some students grow out of this, and some, with extra practice,…
Descriptors: Student Behavior, Intervention, Handwriting, Autism
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Mercier Smith, Jean L.; Fien, Hank; Basaraba, Deni; Travers, Patricia – TEACHING Exceptional Children, 2009
This article describes a data-based continuous-improvement framework that can help school teams use what the authors call "systems-level data" to support teachers in achieving successful beginning reading outcomes for all students. The authors also furnish an example of an elementary school in the Pacific Northwest that uses such a…
Descriptors: Student Evaluation, Beginning Reading, Data Analysis, Literacy
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Marino, Matthew T.; Marino, Elizabeth C.; Shaw, Stan F. – TEACHING Exceptional Children, 2006
Special education teachers and individualized education program (IEP) team members throughout the country are struggling to make appropriate decisions regarding assistive technology (AT) for students with high incidence disabilities. Although numerous authors and organizations have developed tools to assist IEP teams when considering AT, the task…
Descriptors: Individualized Education Programs, Incidence, Disabilities, Educational Technology
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Wood, Wendy M.; Karvonen, Meagan; Test, David W.; Browder, Diane; Algozzine, Bob – TEACHING Exceptional Children, 2004
This article explores ways to include self-determination and self-advocacy goals and objectives in individualized education programs (IEPs). It identifies self-determination goals and offers guidelines on selection and writing of self-determination goals. Insets and tables include a review of the literature, definitions of self-determination…
Descriptors: Disabilities, Elementary Secondary Education, Individualized Education Programs, Personal Autonomy
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Eskow, Karen Goldrich; Fisher, Sandra – TEACHING Exceptional Children, 2004
This article describes a university-based inclusion program for college-age students with developmental disabilities. An overview of the program considers program objectives, participants (outreach students and university students enrolled in an occupation therapy program), and scope. Description of the program implementation is followed by…
Descriptors: Developmental Disabilities, Inclusive Schools, Postsecondary Education, Program Descriptions
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Dabkowski, Diane Marie – TEACHING Exceptional Children, 2004
This idea offers tools and suggested processes to encourage parent participation in (IEP) Individualized Education Program team meetings. It considers aspects of team culture using three examples to illustrate how the meeting environment, culture, and language can discourage parent participation. Suggestions for changing team practices follow.…
Descriptors: Cultural Influences, Disabilities, Elementary Secondary Education, Individualized Education Programs
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Pearl, Cynthia – TEACHING Exceptional Children, 2004
A resource room teacher describes a three-part mini-workshop in learning disability awareness for general and special education elementary grade students. An overview of the workshop is followed by description of preworkshop activities and preparation and implementation of each of the three sessions. Insets and tables provide a summary of the…
Descriptors: Attitudes toward Disabilities, Elementary Education, Learning Disabilities, Program Development
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