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Allsopp, David; Lovin, LouAnn H.; van Ingen, Sarah – TEACHING Exceptional Children, 2017
Special educators can play an essential role in the development of students' understanding of and capacity to do mathematics. Whether a special education teacher's goal is to help kindergartners develop counting skills or to support 10th graders in constructing geometric proofs and whether instruction will occur in co teaching, consulting, or…
Descriptors: Mathematics Achievement, Special Education, Special Education Teachers, Mathematics Instruction
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Harris, Karen R.; Graham, Steve; Aitken, A. Angelique; Barkel, Ashley; Houston, Julia; Ray, Amber – TEACHING Exceptional Children, 2017
Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and…
Descriptors: Disabilities, Reading Instruction, Writing Instruction, Spelling
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Collins, Lauren W.; Sweigart, Chris A.; Landrum, Timothy J.; Cook, Bryan G. – TEACHING Exceptional Children, 2017
During the first years of teaching, new special education teachers (SETs) face many unique challenges as they work to establish themselves as professionals. Upon entering the classroom on the first day of instruction, SETs are expected to be prepared, and they are presented with a daunting list of responsibilities and expectations, including the…
Descriptors: Special Education Teachers, Barriers, Teacher Competencies, Teacher Responsibility
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Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George – TEACHING Exceptional Children, 2017
Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…
Descriptors: Classroom Techniques, Student Behavior, Standards, Feedback (Response)
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Pancsofar, Nadya; Petroff, Jerry G.; Lewis, Alex – TEACHING Exceptional Children, 2017
Father-child interactions can positively influence child development and learning, and greater father involvement in children's education can support overall positive family functioning, especially in families with children with disabilities. As the number of dual-earner families in America has increased, more and more fathers have assumed care…
Descriptors: Fathers, Parent Child Relationship, Disabilities, Family School Relationship
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Riccomini, Paul J.; Stocker, James D., Jr.; Morano, Stephanie – TEACHING Exceptional Children, 2017
Proficiency in mathematics involves the seamless synchronization of conceptual understanding, procedural knowledge, computational fluency, and problem solving (NMAP, 2008). Clearly, fluency with mathematics facts is one element embedded within mathematical proficiency and important for students with disabilities to develop. As more and more…
Descriptors: Mathematics Instruction, Mathematics Skills, Concept Formation, Mathematical Concepts
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Ennis, Robin Parks; Blanton, Kimberly; Katsiyannis, Antonis – TEACHING Exceptional Children, 2017
Since the enactment of the Education for All Handicapped Children Act (IDEA's forerunner) in 1975, an important requirement has been Child Find activities. According to Shapiro and Derrington (2004), Child Find is broadly defined as the entire range of activities, including public awareness, identification, referral, eligibility determination, and…
Descriptors: Disabilities, Federal Legislation, Equal Education, Educational Legislation
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Burke, Meghan M.; Decker, Janet R. – TEACHING Exceptional Children, 2017
This article clarifies what extended school year (ESY) is and who is eligible for it. It also describes, how it looks different for individual students, where and when it can be provided, and how to determine whether students are eligible. To illustrate common challenges in determining ESY, vignettes are provided based on four students' cases.…
Descriptors: Extended School Year, Eligibility, Vignettes, Special Education Teachers
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TEACHING Exceptional Children, 2017
In fall 2014, the Council for Exceptional Children's (CEC) Board of Directors approved a proposal from the Professional Standards and Practice Committee (PSPC) to develop a set of high-leverage practices (HLPs) for special education teachers. The CEEDAR Center at the University of Florida, which is funded by the U.S. Department of Education's…
Descriptors: Special Education Teachers, Preservice Teachers, Best Practices, Teacher Effectiveness
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Rossetti, Zachary; Sauer, Janet Story; Bui, Oanh; Ou, Susan – TEACHING Exceptional Children, 2017
Although there has been a consistent vision for multicultural education and family collaboration in teacher preparation programs for decades, collaborative partnerships between culturally and linguistically diverse (CLD) families and their children's educators remain elusive (Harry, 2008; Trent, Kea, & Oh, 2008). Family engagement in special…
Descriptors: Individualized Education Programs, Partnerships in Education, Special Education, Family Involvement
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Weng, Pei-Lin; Bouck, Emily C. – TEACHING Exceptional Children, 2017
Price comparison is a functional mathematics skill involving purchasing, use of money, and budgeting, with the goal of selecting the best deal based on a person's financial resources (Browder, Spooner, & Trela, 2011). The operational definition of "price comparison" is to compare the magnitudes of the price numbers and then select…
Descriptors: Mathematics Instruction, Mathematics Skills, Mathematical Concepts, Special Education Teachers
Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade – TEACHING Exceptional Children, 2017
When students read more, vocabulary knowledge increases (Cunningham & Stanovich, 2003; Krashen, 2004). Out of every 100 unknown words that students encounter while reading, they learn an average of 15 of them from text alone (Swanborn & de Glopper, 1999). In addition, as students age, they are more likely to infer word meanings, indicating…
Descriptors: Secondary School Students, Adolescents, Reading Instruction, Reading Comprehension
Solari, Emily J.; Denton, Carolyn A.; Haring, Christa – TEACHING Exceptional Children, 2017
Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…
Descriptors: Grade 1, Elementary School Students, Reading Difficulties, Special Needs Students
Breit-Smith, Allison; Busch, Jamie D.; Dinnesen, Megan Schneider; Guo, Ying – TEACHING Exceptional Children, 2017
Expository, or informational, text can be defined as a type of nonfiction that describes a topic categorically by moving from subtopic to subtopic with the intent to teach content or convey information (Maloch & Bomer, 2013). One vehicle for teaching the text structure and language of expository text to preschool-age children is through…
Descriptors: Teaching Methods, Preschool Education, Special Education, Reading Strategies
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Hauser, Marc D. – TEACHING Exceptional Children, 2017
Individualized education program (IEP) goals and objectives often provide illogical or insufficient methodological detail (e.g., Capizzi, 2008). Insufficient methods can lead to ambiguity among the staff members responsible for data collection or to data that fail to take into account factors that can affect performance or behavioral expression…
Descriptors: Individualized Education Programs, Evidence Based Practice, Special Education Teachers, Educational Objectives
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