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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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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
Foegen, Anne; Stecker, Pamela M.; Genareo, Vincent R.; Lyons, Renée; Olson, Jeannette R.; Simpson, Amber; Romig, John Elwood; Jones, Rachel – TEACHING Exceptional Children, 2016
Research supports special educators' use of progress-monitoring data for instructional decision-making purposes as an evidence-based practice for improving student achievement. This article describes the Professional Development for Algebra Progress Monitoring (PD-APM) system. PD-APM, is an online system that includes two "hubs" that…
Descriptors: Algebra, Mathematics Teachers, Mathematics Instruction, Case Studies
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Sawyer, Mary – TEACHING Exceptional Children, 2015
"Parent involvement" is an umbrella term for activities characterized by varying levels of frequency, response effort, and types of settings in which they occur. Parent involvement in a child's education can occur in a variety of school-related contexts, including helping with homework and supporting academic development at home. It…
Descriptors: Parent Participation, Parent School Relationship, Models, Elementary Secondary Education
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Israel, Maya; Wherfel, Quentin M.; Pearson, Jamie; Shehab, Saadeddine; Tapia, Tanya – TEACHING Exceptional Children, 2015
This article's focus is on including computing and computational thinking in K-12 instruction within science, technology, engineering, and mathematics (STEM) education, and to provide that instruction in ways that promote access for students traditionally underrepresented in the STEM fields, such as students with disabilities. Providing computing…
Descriptors: Elementary Secondary Education, Disabilities, Student Empowerment, Computer Science Education
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Bartholomew, Audrey; Papay, Clare; McConnell, Amber; Cease-Cook, Jennifer – TEACHING Exceptional Children, 2015
Although the college and career readiness movement has propelled schools to further include all students into academic-based courses, students with disabilities continue to need instruction in skills needed for a successful life after school. Research has indicated that it is possible to design instruction to help students acquire skills in both…
Descriptors: State Standards, Academic Standards, Career Readiness, College Readiness
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Currie-Rubin, Rachel; Smith, Sean J. – TEACHING Exceptional Children, 2014
Families choose to enroll their children in fully online schools for many reasons. Online schools offer the possibility of flexible schedules and the potential to learn at a pace and in a manner that is not available to students in their brick-and-mortar schools (Cavanaugh & Clark, 2007). Because online education can allow for individualized…
Descriptors: Family Role, Family Involvement, Online Courses, Electronic Learning
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Greer, Diana; Rowland, Amber L.; Smith, Sean J. – TEACHING Exceptional Children, 2014
The purpose of this article is to provide teachers and their supporting team (e.g., parents) with an understanding of the implications of blended and virtual learning for students with disabilities. To support these students, it is important to have an understanding of the manner in which a significant majority of blended and virtual learning is…
Descriptors: Online Courses, Web Based Instruction, Educational Technology, Technology Uses in Education
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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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TEACHING Exceptional Children, 2014
In this article, the "Council for Exceptional Children (CEC)" presents Standards for Evidence-Based Practices in Special Education. The statement presents an approach for categorizing the evidence base of practices in special education. The quality indicators and the criteria for categorizing the evidence base of special education…
Descriptors: Best Practices, Educational Research, Special Education, Classification
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Hashey, Andrew I.; Stahl, Skip – TEACHING Exceptional Children, 2014
The growing presence of K-12 online education programs is a trend that promises to increase flexibility, improve efficiency, and foster engagement in learning. Students with disabilities can benefit from dynamic online educational environments, but only to the extent that they can access and participate in the learning process. As students with…
Descriptors: Electronic Learning, Access to Education, Student Participation, Disabilities
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Basham, James D.; Marino, Matthew T. – TEACHING Exceptional Children, 2013
Despite an increased national focus on science, technology, engineering, and mathematics (STEM) instruction, students with high incidence disabilities continue to struggle with STEM content at both the K-12 and postsecondary levels. As a result, very few students with disabilities pursue STEM careers. This article provides K-12 special education…
Descriptors: Disabilities, Access to Education, Elementary Secondary Education, STEM Education
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Parrish, Polly R.; Stodden, Robert A. – TEACHING Exceptional Children, 2009
This article presents a classroom teacher's perspective on one of the important requirements of the No Child Left Behind Act of 2001 (NCLB) legislation and aligned language found in the Individuals With Disabilities Education Improvement Act (IDEA 2004)--that of aligning assessment and instructional practices with state academic content standard…
Descriptors: Alignment (Education), State Standards, Elementary Secondary Education, Federal Legislation
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Zirkel, Perry A. – TEACHING Exceptional Children, 2009
In November 2008, Congress passed, and the President signed, the Americans with Disabilities Act (ADA) Amendments (ADAA), with an effective date of January 1, 2009. While other issues, such as the national economic crisis, dominated public attention at the time, the ADAA unobtrusively connected to Section 504 of the Rehabilitation Act of 1973…
Descriptors: Compliance (Legal), Individualized Education Programs, Elementary Secondary Education, Eligibility
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Edens, Retha M.; Murdick, Nikki L. – TEACHING Exceptional Children Plus, 2008
In elementary and secondary classrooms, educators use plants for various reasons. Plants are often used during learning activities and science experiments. Also, educators frequently decorate their classrooms with plants to make the room more inviting and comfortable. Few new educators have been informed of the potential hazards of commonly known…
Descriptors: Learning Activities, Teaching Methods, Elementary Secondary Education, Plants (Botany)
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