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Monahan, Jessica; Lombardi, Allison; Madaus, Joseph – TEACHING Exceptional Children, 2018
College and Career Readiness (CCR) is broadly defined as the ability of an individual to be successful in postsecondary education and employment. Although the definition of CCR continues to develop within policy and research, scholars suggest that both academic and nonacademic skills are crucial components. Recently a CCR framework for students…
Descriptors: College Readiness, Career Readiness, Disabilities, Postsecondary Education
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TEACHING Exceptional Children, 2017
In fall 2014, the Council for Exceptional Children's (CEC) Board of Directors approved a proposal from the Professional Standards and Practice Committee (PSPC) to develop a set of high-leverage practices (HLPs) for special education teachers. The CEEDAR Center at the University of Florida, which is funded by the U.S. Department of Education's…
Descriptors: Special Education Teachers, Preservice Teachers, Best Practices, Teacher Effectiveness
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TEACHING Exceptional Children, 2016
The Council for Exceptional Children (CEC) supports educators with disabilities including faculty, teacher candidates, and teachers in classrooms, schools, and institutions of higher education. Many educators with disabilities have learned resiliency, overcoming adversity to succeed academically. However, without appropriate support this is often…
Descriptors: Disabilities, Teachers, Professional Associations, Resilience (Psychology)
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Mason-Williams, Loretta; Wasburn-Moses, Leah – TEACHING Exceptional Children, 2016
Many special educators seek opportunities to learn more and to make systemwide changes. These educators, however, may not know what else to do or where else to look for answers to challenges they experience within their current roles and settings. Rather than continuing to search for answers within their current position, some special educators…
Descriptors: Doctoral Degrees, Faculty Development, Special Education Teachers, Interests
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Johnsen, Susan K.; Parker, Sonia L.; Farah, Yara N. – TEACHING Exceptional Children, 2015
Response to intervention (RTI) was included in the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA), specifically as part of an assessment process to determine if a child has a disability. Although IDEA's focus is on students with disabilities, 10 states have developed policies that attend to students with gifts and…
Descriptors: Response to Intervention, Academically Gifted, Student Needs, Federal Legislation
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Gothberg, June E.; Peterson, Lori Y.; Peak, Maria; Sedaghat, Jennifer M. – TEACHING Exceptional Children, 2015
For many students, the transition from high school to adult independent life is one of the most exciting times in their lives. However, that same transition can be daunting, particularly for students with disabilities. Studies have shown the majority of high school students--including an increasing number of students with disabilities--indicate…
Descriptors: High School Students, Disabilities, Transitional Programs, College Preparation
Szidon, Katherine; Ruppar, Andrea; Smith, Leann – TEACHING Exceptional Children, 2015
The Individuals With Disabilities Education Act (IDEA; 2006) requires schools to develop transition plans for students with disabilities, beginning at age 16, if not before. For students with autism spectrum disorder (ASD), the transition planning process includes unique considerations. This article describes five steps for developing effective…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
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Peterson, Lori Y.; Burden, Jon Paul; Sedaghat, Jennifer M.; Gothberg, June E.; Kohler, Paula D.; Coyle, Jennifer L. – TEACHING Exceptional Children, 2013
Special education professionals are charged to develop relevant, compliant, and legally defensible IEPs for transition-age students with disabilities. This charge is intensified as educators strive to provide plans that will genuinely prepare students for postsecondary education, employment, and independent living. This manuscript demonstrates how…
Descriptors: Special Education, Individualized Education Programs, Program Development, Disabilities
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Grigal, Meg; Dwyre, Amy; Emmett, Joyce; Emmett, Richard – TEACHING Exceptional Children, 2012
This article describes the development and use of a program evaluation tool designed to support self-assessment of college-based dual enrollment transition programs serving students with intellectual disabilities between the ages of 18-21 in college settings. The authors describe the need for such an evaluation tool, outline the areas addressed by…
Descriptors: Disabilities, Vocational Education, Vocational Education Teachers, Service Learning
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Shaw, Stan F.; Dukes, Lyman L., III; Madaus, Joseph W. – TEACHING Exceptional Children, 2012
The Individuals with Disabilities Education Act (IDEA 2004) requires that each local education agency provide a transition summary document, commonly called a Summary of Performance (SOP), to all special education students who are graduating with a regular diploma or reach the maximum age for services. Although state compliance with this…
Descriptors: Disabilities, School Districts, State Departments of Education, Federal Legislation
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Kleinert, Harold L.; Jones, Melissa M.; Sheppard-Jones, Kathleen; Harp, Beverly; Harrison, Elizabeth M. – TEACHING Exceptional Children, 2012
In this article we describe the new opportunities for postsecondary education available to students with intellectual disabilities (ID) through the Higher Education Opportunities Act of 2008. We also identify the importance of these opportunities for students with ID, and key strategies for ensuring that their college experience is an important…
Descriptors: Postsecondary Education, Educational Opportunities, Extracurricular Activities, Career Exploration
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Wenzel, Christine; Rowley, Laura – TEACHING Exceptional Children, 2010
In a study conducted in 2007 by the Centers for Disease Control and Prevention, the prevalence of autism spectrum disorders in the United States is approximately 1 in 150 people. An increase has also been seen in the number of students with Asperger's Syndrome (AS) attending postsecondary education institutions. Because of the rise in numbers of…
Descriptors: Skill Development, Interpersonal Relationship, Autism, Asperger Syndrome