NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers3
Location
California1
Assessments and Surveys
Wechsler Intelligence Scale…1
What Works Clearinghouse Rating
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hedin, Laura; DeSpain, Stephanie – TEACHING Exceptional Children, 2018
Although different authors define the SMART acronym differently, an IEP-related interpretation of the acronym is as follows: specific, measurable, action verbs, realistic, and time limited. In addition to these features, well-written IEP goals reflect students' unique strengths and needs. This article discusses how educators can produce specific,…
Descriptors: Individualized Education Programs, Goal Orientation, Educational Objectives, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Capin, Philip; Vaughn, Sharon – TEACHING Exceptional Children, 2017
Significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within an increasingly competitive work environment. National data (National Assessment of Educational Progress [NAEP], 2015) have shown improvements among fourth- and…
Descriptors: Reading Improvement, Social Studies, Reading Difficulties, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Datchuk, Shawn – TEACHING Exceptional Children, 2015
Problems with handwriting can negatively impact the writing of students with learning disabilities. In this article, an example is provided of a fourth-grade special education teacher's efforts to assist a new student by using a problem-solving approach to help determine an efficient course of action for special education teachers who are trying…
Descriptors: Elementary School Students, Learning Disabilities, Handwriting, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Rye, James A.; Selmer, Sarah J.; Pennington, Sara; Vanhorn, Laura; Fox, Sarah; Kane, Sarah – TEACHING Exceptional Children, 2012
A national movement is underway to establish elementary school gardens, which can serve both academic and social purposes. These gardens can positively impact students' science achievement and provide the thematic and hands-on approach especially conducive to learning for students with disabilities. Garden-based learning (GBL) broadens the scope…
Descriptors: Plants (Botany), Gardening, Community Resources, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Koellner, Karen; Colsman, Melissa; Risley, Rachael – TEACHING Exceptional Children, 2011
This article describes the affordances of using clinical interviews with struggling mathematics learners to inform intervention and instruction. A case study of a fourth grade student, Danny, is presented to give an illustrative example of the complexity of the student's mathematical understandings in terms of place value. From the clinical…
Descriptors: Intervention, Number Concepts, Grade 4, Response to Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Legere, Elizabeth J.; Conca, Lydia M. – TEACHING Exceptional Children, 2010
Within a short time span, response to intervention (RTI) has altered how educators serve students with reading difficulties. Its impact is most evident at the primary level, where the focus is on limiting referrals to special education by preventing reading difficulties. Educators have paid less attention to exploring how to use RTI with older…
Descriptors: Reading Difficulties, Intervention, Individualized Reading, Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Guardino, Caroline A.; Fullerton, Elizabeth – TEACHING Exceptional Children, 2010
This case study explores the possibility of affecting classroom behaviors by modifying the classroom environment. Although this type of research previously has been conducted in self-contained special education classrooms (Guardino, 2009), this is the first study to explore modifications in an inclusive classroom. The results of this study align…
Descriptors: Inclusive Schools, Classroom Environment, Behavior Modification, Student Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Allor, Jill H.; Mathes, Patricia G.; Jones, Francesca G.; Champlin, Tammi M.; Cheatham, Jennifer P. – TEACHING Exceptional Children, 2010
Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…
Descriptors: Phonics, Mental Retardation, Sight Vocabulary, Phonemic Awareness
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Leffert, James S.; Brady, Mary E.; Siperstein, Gary N. – TEACHING Exceptional Children Plus, 2009
Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…
Descriptors: Learning Problems, Classroom Environment, Internet, School Personnel
Peer reviewed Peer reviewed
Direct linkDirect link
Bateman, David F. – TEACHING Exceptional Children, 2008
Chris resides with his parents and attends school in an unnamed district ("the District"). During the second half of second grade, Chris started to have problems with reading and written expression. The District evaluated Chris and did not find problems significant enough to identify him as having a learning disability. At about the same time his…
Descriptors: Civil Rights, Learning Disabilities, Special Education Teachers, Grade 4
Peer reviewed Peer reviewed
Direct linkDirect link
Gately, Susan E. – TEACHING Exceptional Children, 2008
It is a challenge for children with autism spectrum disorder (ASD) to integrate language, social understanding, and emotional intent of messages to understand their social world. They often have deficits in language and social cognition and difficulty interpreting and labeling emotions and incorporating or integrating each of these aspects of…
Descriptors: Reading Comprehension, Text Structure, Protocol Analysis, Autism
Peer reviewed Peer reviewed
Direct linkDirect link
Bateman, David F. – TEACHING Exceptional Children, 2008
Greg is 13 years old, and currently in seventh grade; he entered an unnamed District ("the District") school in fourth grade as a student with a specific learning disability; he had been identified as eligible for special education programming and services during second grade. During fifth and sixth grade Greg was provided services…
Descriptors: Nontraditional Education, Neighborhood Schools, Civil Rights, Emotional Disturbances
Peer reviewed Peer reviewed
Direct linkDirect link
Combes, Bertina H.; Walker, Michelle; Harrell, Pamela Esprivalo; Tyler-Wood, Tandra – TEACHING Exceptional Children, 2008
Public speaking will continue to be an unsettling experience for some students, including those with disabilities. Experts have suggested several reasons for fearing public speaking; adequate preparation and practice can alleviate most of them. Using the PAVES (Posture, Attitude, Voice, Eye Contact, Smile) strategy described in this article can…
Descriptors: Public Speaking, Nonverbal Communication, Intervention, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Mason, Christine Y.; Steedly, Kathlyn M. – TEACHING Exceptional Children, 2006
This article describes a project in which researchers at VSA arts, an international nonprofit organization, attempted to determine the value of embedded arts education (sometimes called "arts integration") for students with disabilities. As part of the mandate of VSA arts to encourage the use of the arts in teaching students with…
Descriptors: Feedback (Response), Fine Arts, Art Activities, Program Effectiveness