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Yell, Mitchell L.; Katsiyannis, Antonis; Ennis, Robin Parks; Losinski, Mickey; Christle, Christine A. – TEACHING Exceptional Children, 2016
The purpose of this article is to discuss major substantive errors that school personnel may make when developing students' Individualized Education Programs (IEPs). School IEP team members need to understand the importance of the procedural and substantive requirements of the IEP, have an awareness of the five serious substantive errors that IEP…
Descriptors: Individualized Education Programs, Program Development, Teamwork, Participative Decision Making
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Ansley, Brandis M.; Houchins, David; Varjas, Kris – TEACHING Exceptional Children, 2016
In addition to the stressors common to many K-12 teachers, such as high-stakes testing, a lack of autonomy, and high mental and emotional demands, special educators also address the unique needs of their students, team-teach, and maintain caseload responsibilities (Emery & Vandenberg, 2010). Many who enter the profession are fulfilled by the…
Descriptors: Special Education Teachers, Wellness, Job Performance, Stress Management
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Chai, Zhen; Lieberman-Betz, Rebecca – TEACHING Exceptional Children, 2016
Challenging behavior can be defined as any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults. It is generally accepted in young children that challenging behaviors serve some sort of communicative purpose--to…
Descriptors: Behavior Problems, Young Children, Parent Role, Family Environment
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Claravall, Eric Blancaflor – TEACHING Exceptional Children, 2016
Morphology is the study of word structure and its meaning. Knowledge and awareness of morphological structure provides a new light to help students with reading disabilities build skills in their word reading and spelling. When teaching morphology, teachers can focus on four literacy components (Claravall, 2013): morphemic analysis, vocabulary and…
Descriptors: Literacy Education, Morphology (Languages), Reading Difficulties, Spelling
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Schaefer, John M.; Andzik, Natalie R. – TEACHING Exceptional Children, 2016
Students with significant disabilities often struggle to communicate their wants and needs but can be taught widely recognizable communication with the aid of augmentative and alternative communication (AAC) supports. Simple speech generating devices (SGDs) such as Step-by-Step switches or GoTalk can be used by students to send specific messages.…
Descriptors: Assistive Technology, Severe Disabilities, Augmentative and Alternative Communication, Toys
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Werfel, Krystal L.; Hendricks, Alison Eisel – TEACHING Exceptional Children, 2016
It is well established that students who have moderate to profound hearing loss may experience difficulty in learning how to read and write and can benefit from modifications to the classroom environment and curriculum, however, minimal hearing loss often goes undiagnosed, and its negative impact on literacy acquisition is less widely known.…
Descriptors: Literacy, Hearing Impairments, Academic Accommodations (Disabilities), Clinical Diagnosis
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Losinski, Mickey; Katsiyannis, Antonis; White, Sherry; Wiseman, Nicole – TEACHING Exceptional Children, 2016
Given that parental participation is such a critical feature of IDEA (20 U.S.C. § 1400[c][5][B]), the question of who is a parent often presents a challenge. Specifically, with regard to educational decisions, states may include more options under the definition of a parent than those provided in the Individuals with Disabilities Education Act…
Descriptors: Parent Education, Federal Legislation, Educational Legislation, Equal Education
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Hume, Kara; Regan, Tara; Megronigle, Laura; Rhinehalt, Charlene – TEACHING Exceptional Children, 2016
All student populations require support from school staff during times of grief and loss. The grief process is highly personalized and depends on multiple factors, including the type of bond and relationship with the person, the student's prior experience of loss, and the age and developmental stage of the student (Quinn-Lee, 2014). Grief…
Descriptors: Autism, Pervasive Developmental Disorders, Grief, Coping
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Vinoski, Erin; Graybill, Emily; Roach, Andrew – TEACHING Exceptional Children, 2016
Extracurricular activities provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWDs) historically have had limited access to extracurricular programs and thus fewer opportunities for academic, social, and vocational development.…
Descriptors: Extracurricular Activities, Inclusion, Self Determination, Accessibility (for Disabled)
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Santoro, Lana Edwards; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.; Chard, David J. – TEACHING Exceptional Children, 2016
The use of informational texts in the elementary grades provides a context for helping students develop content understanding and domain knowledge across a wide range of subject matter. Reading informational text also provides students with the language of thought, foundational vocabulary that can be connected to other words, and technical content…
Descriptors: Reading Aloud to Others, Reading Difficulties, Reading Comprehension, Difficulty Level
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Harbour, Kristin E.; Karp, Karen S.; Lingo, Amy S. – TEACHING Exceptional Children, 2016
One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and…
Descriptors: Elementary School Students, Elementary School Mathematics, Mathematics Instruction, Mathematical Concepts
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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
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Hughes, Elizabeth M.; Powell, Sarah R.; Stevens, Elizabeth A. – TEACHING Exceptional Children, 2016
Children with disabilities perform lower in mathematics than their peers without disabilities, and this gap widens from ages 7 to 13 (Wei, Lenz, & Blackorby, 2013). Of even greater concern is that fifth-grade children with mathematics disabilities continue to perform in the bottom quartile of their grade in high school (Shalev, Manor, &…
Descriptors: Disabilities, Mathematics, Achievement, Low Achievement
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Davenport, Carrie A.; Alber-Morgan, Sheila R. – TEACHING Exceptional Children, 2016
It is imperative that teachers have the knowledge and resources to support children who are deaf and use a cochlear implant in general education classrooms. The recommendations presented in this article provide teachers with the information necessary to promote a child's academic progress, communication needs, and social development. In order to…
Descriptors: Preschool Children, Deafness, Hearing Impairments, Assistive Technology
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Clouse, Diane E.; Bauer, Anne M. – TEACHING Exceptional Children, 2016
Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing…
Descriptors: Self Advocacy, Self Control, Self Determination, Young Adults
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