NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20200
Since 20190
Since 2016 (last 5 years)0
Since 2011 (last 10 years)5
Since 2001 (last 20 years)37
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 150 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Pence, Alicia R.; Dymond, Stacy K. – TEACHING Exceptional Children, 2015
Inclusion in school clubs affords students with severe disabilities learning opportunities as well as a natural context for addressing curricula. These learning opportunities expand the number of settings in which students can practice, master, and generalize skills associated with priority IEP objectives. Teaching skills within natural activities…
Descriptors: Clubs, Extracurricular Activities, Severe Disabilities, Student Participation
Peer reviewed Peer reviewed
Direct linkDirect link
Carter, Erik W.; Moss, Colleen K.; Asmus, Jennifer; Fesperman, Ethan; Cooney, Molly; Brock, Matthew E.; Lyons, Gregory; Huber, Heartley B.; Vincent, Lori B. – TEACHING Exceptional Children, 2015
Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important--but challenging--endeavor. Although one-to-one paraprofessionals often accompany students in inclusive classrooms and provide extensive assistance, the constant presence of an adult can…
Descriptors: Severe Disabilities, Inclusion, Mainstreaming, Peer Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Murawski, Wendy W. – TEACHING Exceptional Children, 2012
In this era of collaboration, educators are frequently expected to co-plan with one another on a regular basis. Unfortunately, the expectation of co-planning is not often accompanied by the time required or by the strategies necessary to plan effectively and efficiently for the inclusive classroom. This article provides 10 concrete tips for…
Descriptors: Cooperative Planning, Time Management, Guides, Teacher Collaboration
Peer reviewed Peer reviewed
Direct linkDirect link
Luckner, John L.; Slike, Samuel B.; Johnson, Harold – TEACHING Exceptional Children, 2012
A hearing loss of any type has the potential to adversely impact development leading to language, literacy, social, and academic delays. Currently, approximately 87% of students who are deaf or hard of hearing spend at least part of each day in a general education classroom. In order to optimally benefit from receiving educational services in the…
Descriptors: Partial Hearing, Deafness, Academic Accommodations (Disabilities), Accessibility (for Disabled)
Peer reviewed Peer reviewed
Direct linkDirect link
Miller, Brigdet – TEACHING Exceptional Children, 2012
Federal legislation supports instruction of content areas for all individuals, yet professionals in the field of special education are left trying to find the relevant functional outcomes for science and other content instruction for students with disabilities enrolled in a functional curriculum. Research on effective instruction for students with…
Descriptors: Teaching Methods, Science Instruction, Mental Retardation, Science Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
Simpson, Cynthia G.; Gaus, Mark D.; Biggs, Mary Jo Garcia; Williams, James, Jr. – TEACHING Exceptional Children, 2010
In this article, James Williams, a young man with Asperger's syndrome (AS) shares his experiences taking physical education in a generalized education setting and discusses the implications for students with AS. He was diagnosed with AS when he was 9 years old. School was tough at times, especially when social interactions came into play. One of…
Descriptors: Physical Education, Asperger Syndrome, Special Needs Students, Mainstreaming
Peer reviewed Peer reviewed
Direct linkDirect link
Rossetti, Zachary S.; Goessling, Deborah P. – TEACHING Exceptional Children, 2010
Much has been written on the roles and responsibilities of paraeducators in inclusive classrooms related to instruction, behavioral support, and their supervision by general and special educators. Paraeducators are defined as school support staff who work under the direction of a certified teacher and assist students with instruction,…
Descriptors: Autism, Developmental Disabilities, Friendship, Special Education Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Couvillon, Michael; Peterson, Reece L.; Ryan, Joseph B.; Scheuermann, Brenda; Stegall, Joanna – TEACHING Exceptional Children, 2010
Recent advocacy organization reports, Congressional hearings, and proposed federal legislation have called attention to the abusive use of physical restraint procedures in school settings. As a result, administrators and school officials wonder whether they should purchase "crisis intervention" training for staff and faculty members from outside…
Descriptors: Crisis Intervention, Staff Development, Program Evaluation, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Jenkins, Amelia A.; Yoshimura, Jodi – TEACHING Exceptional Children, 2010
Today's teachers face many challenges, and one of their most challenging tasks is to meet the needs of and support the success of a diverse group of students, including those with disabilities. How confident are elementary teachers in meeting the needs of the students with disabilities in their general education classes? In areas of low…
Descriptors: Faculty Development, Elementary School Teachers, Special Education, Special Needs Students
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Cooper-Duffy, Karena; Szedia, Pamela; Hyer, Glenda – TEACHING Exceptional Children, 2010
In 1997, the Individuals With Disabilities Education Act (IDEA) mandated that students with disabilities have access to the general education curriculum. Access means more than being exposed to language arts, math, and science; access means academic progress. In addition, the No Child Left Behind (NCLB) Act of 2001 requires that all students have…
Descriptors: Literacy Education, Regular and Special Education Relationship, Access to Education, Mainstreaming
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Swedeen, Beth L. – TEACHING Exceptional Children Plus, 2009
Although increasing numbers of schools say they are adopting inclusive models of service delivery, many students with significant disabilities continue to experience segregation and isolation in school settings. This article, written from a parent's perspective, highlights a series of questions that school leadership, educators, and families can…
Descriptors: Delivery Systems, Inclusion, Mainstreaming, Disabilities
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Whitby, Peggy; Miller, Kevin J. – TEACHING Exceptional Children Plus, 2009
Students are coming to schools with increasingly diverse academic, social, and emotional needs. Meeting each child's social and behavioral needs can be challenging and overwhelming, especially in the era of high-stakes testing. No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA) mandate the…
Descriptors: Behavior Problems, Intervention, General Education, Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Dukes, Charles; Lamar-Dukes, Pamela – TEACHING Exceptional Children, 2009
In order to help teachers understand the importance of intentional design for inclusive education, this article describes the design process an engineer might use when designing a new project. If teachers learn to think like engineers, it is possible for them to design inclusive education. This conceptual design can then be combined with…
Descriptors: Inclusive Schools, Figurative Language, Secondary Schools, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Doyle, Mary Beth; Giangreco, Michael F. – TEACHING Exceptional Children, 2009
As students with moderate and severe intellectual disabilities transition from inclusive elementary and middle schools to high schools, they deserve similar opportunities for inclusive educational experiences at this next level--namely to participate in general education classes and other activities (e.g., co-curricular) with their classmates…
Descriptors: High Schools, Mental Retardation, Special Education Teachers, Secondary School Teachers
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10