NotesFAQContact Us
Collection
Advanced
Search Tips
What Works Clearinghouse Rating
Showing 61 to 75 of 582 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Weng, Pei-Lin; Savage, Melissa N.; Bouck, Emily C. – TEACHING Exceptional Children, 2014
Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…
Descriptors: Educational Technology, Technology Uses in Education, Video Technology, Handheld Devices
Peer reviewed Peer reviewed
Direct linkDirect link
Rivera, Christopher J. – TEACHING Exceptional Children, 2013
Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…
Descriptors: Literacy Education, Student Diversity, Disabilities, Multimedia Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Simpson, Lisa A.; Oh, Kevin – TEACHING Exceptional Children, 2013
Assistive technology enables young children with disabilities to more effectively access their environment, facilitating the development of social-emotional, communicative, and cognitive skills. Research indicates that when service providers make decisions about assistive technology, they are more likely to choose low-tech options over high-tech…
Descriptors: Assistive Technology, Books, Teaching Methods, Group Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Hudson, Melissa E.; Browder, Diane; Wakeman, Shawnee – TEACHING Exceptional Children, 2013
Teaching students with moderate and severe intellectual disability who are early readers or nonreaders to engage with grade-level text is challenging. For this reason, purposeful thought must be given to promoting text accessibility and teaching text comprehension. Whenever possible, text should be used as it is originally written without…
Descriptors: Reading Instruction, Moderate Mental Retardation, Severe Mental Retardation, Accessibility (for Disabled)
Peer reviewed Peer reviewed
Direct linkDirect link
Saunders, Alicia F.; Bethune, Keri S.; Spooner, Fred; Browder, Diane – TEACHING Exceptional Children, 2013
The Common Core State Standards (CCSS) in mathematics were created to help all students become prepared for the demands of future careers and life in an age of technology. Similarly, students with moderate and severe disability will need these skills to meet these changing expectations. Although mathematics instruction could focus on a few of the…
Descriptors: State Standards, Numeracy, Mathematics Skills, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Courtade, Ginevra R.; Lingo, Amy S.; Karp, Karen S.; Whitney, Todd – TEACHING Exceptional Children, 2013
Shared story reading is a practice that has been used successfully to promote literacy skills for all students. The benefits of shared story reading are not exclusive to literacy instruction and should carry into other disciplines such as mathematics. Using shared story reading to teach mathematics concepts can play an important role in…
Descriptors: Childrens Literature, Mathematics Instruction, Severe Disabilities, Story Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Kennedy, Michael J.; Wexler, Jade – TEACHING Exceptional Children, 2013
Literacy and other content-specific demands presented within science, technology, engineering, and mathematics (STEM) coursework can overwhelm all students and especially students with learning challenges. Although STEM content is often complex in itself (e.g., numerous multisyllabic words, lengthy expository texts, abstract concepts), some…
Descriptors: Learning Problems, Educational Technology, Evidence, Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Tobin, Catherine E.; Simpson, Richard – TEACHING Exceptional Children, 2012
Behavior management remains one of the most significant challenges faced by classroom personnel. One relatively novel and promising management approach involves the use of "Consequence Maps". In this article we discuss the use of this method, including its application and evaluation. A case study of a six-year-old boy in a self-contained special…
Descriptors: Behavior Modification, Teaching Methods, Teachers, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Spaulding, Lucinda S.; Flannagan, Jenny Sue – TEACHING Exceptional Children, 2012
The purpose of this article is to provide special education and general education teachers a framework (DIS[subscript 2]ECT) for teaching science in inclusive settings. DIS2ECT stands for Design (Backwards); Individualization; Scaffolding and Strategies; Experiential learning; Cooperative Learning; and Teamwork. This framework was derived from our…
Descriptors: Disabilities, Experiential Learning, Cooperative Learning, Special Education
Peer reviewed Peer reviewed
Direct linkDirect link
Whitby, Peggy J. S.; Leininger, Mark L.; Grillo, Kelly – TEACHING Exceptional Children, 2012
Whiteboard technology has become commonplace in the inclusive classroom and has the potential to merge traditional teaching pedagogy with the technological age. However, teachers report little training on how to incorporate whiteboards into lesson planning. The number of students with disabilities educated in the general education setting has…
Descriptors: Disabilities, Teaching Methods, Educational Technology, Computer Uses in Education
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
Vannest, Kimberly J.; Soares, Denise A.; Smith, Stacey L.; Williams, Lauren E. – TEACHING Exceptional Children, 2012
Progress monitoring provides teachers with frequent, reliable data on student improvement in academic skills. However, valid and reliable progress monitoring probes are primarily available just for reading fluency, comprehension, spelling, and math. Because the instruction of students with disabilities in science occurs primarily in general…
Descriptors: Student Improvement, Teaching Methods, Reading Fluency, Science Education
Peer reviewed Peer reviewed
Direct linkDirect link
Olthouse, Jill M.; Miller, Myriah Tasker – TEACHING Exceptional Children, 2012
This article is a review of 12 online writing resources and contains suggestions about how such resources might be used in a differentiated classroom with talented writers. Youth with writing talent are defined by distinguishing characteristics and the authors discuss how those characteristics can be supported and enhanced using Web 2.0 tools.…
Descriptors: Writing (Composition), Web 2.0 Technologies, Writing Skills, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Jones, Sarah R. – TEACHING Exceptional Children, 2012
Adolescents with learning disabilities need explicit supports to improve their written expression, but those structures and supports are best utilized in an environment that promotes authentic writing resembling the writing students will produce in adult life and work. Classroom blogs may offer special educators an authentic context for writing…
Descriptors: Learning Disabilities, Web Sites, Electronic Publishing, Special Education Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Charles, Kelly J.; Dickens, Virginia – TEACHING Exceptional Children, 2012
Web 2.0 is expanding the way general and special educators collaborate, especially in co-teaching situations. This article draws attention to several free web-based tools and a co-teaching lesson plan supplement that can be used to incorporate Web 2.0 technologies during the co-planning, co-teaching and shared reflection processes between the…
Descriptors: Teaching Methods, Reflection, Interprofessional Relationship, Web 2.0 Technologies
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  39