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Werfel, Krystal L.; Hendricks, Alison Eisel – TEACHING Exceptional Children, 2016
It is well established that students who have moderate to profound hearing loss may experience difficulty in learning how to read and write and can benefit from modifications to the classroom environment and curriculum, however, minimal hearing loss often goes undiagnosed, and its negative impact on literacy acquisition is less widely known.…
Descriptors: Literacy, Hearing Impairments, Academic Accommodations (Disabilities), Clinical Diagnosis
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Losinski, Mickey; Katsiyannis, Antonis; White, Sherry; Wiseman, Nicole – TEACHING Exceptional Children, 2016
Given that parental participation is such a critical feature of IDEA (20 U.S.C. § 1400[c][5][B]), the question of who is a parent often presents a challenge. Specifically, with regard to educational decisions, states may include more options under the definition of a parent than those provided in the Individuals with Disabilities Education Act…
Descriptors: Parent Education, Federal Legislation, Educational Legislation, Equal Education
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Hume, Kara; Regan, Tara; Megronigle, Laura; Rhinehalt, Charlene – TEACHING Exceptional Children, 2016
All student populations require support from school staff during times of grief and loss. The grief process is highly personalized and depends on multiple factors, including the type of bond and relationship with the person, the student's prior experience of loss, and the age and developmental stage of the student (Quinn-Lee, 2014). Grief…
Descriptors: Autism, Pervasive Developmental Disorders, Grief, Coping
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Vinoski, Erin; Graybill, Emily; Roach, Andrew – TEACHING Exceptional Children, 2016
Extracurricular activities provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWDs) historically have had limited access to extracurricular programs and thus fewer opportunities for academic, social, and vocational development.…
Descriptors: Extracurricular Activities, Inclusion, Self Determination, Accessibility (for Disabled)
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Santoro, Lana Edwards; Baker, Scott K.; Fien, Hank; Smith, Jean Louise M.; Chard, David J. – TEACHING Exceptional Children, 2016
The use of informational texts in the elementary grades provides a context for helping students develop content understanding and domain knowledge across a wide range of subject matter. Reading informational text also provides students with the language of thought, foundational vocabulary that can be connected to other words, and technical content…
Descriptors: Reading Aloud to Others, Reading Difficulties, Reading Comprehension, Difficulty Level
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Harbour, Kristin E.; Karp, Karen S.; Lingo, Amy S. – TEACHING Exceptional Children, 2016
One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and…
Descriptors: Elementary School Students, Elementary School Mathematics, Mathematics Instruction, Mathematical Concepts
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Strickland, Tricia K. – TEACHING Exceptional Children, 2016
Recent research has explored the efficacy of the CRA-I (concrete-representational-abstract) strategy with students with disabilities (Strickland & Maccini, 2012, 2013). The CRA-I strategy is a promising practice that special educators have used to teach algebra to students with high-incidence disabilities. The CRA-I strategy is a modification…
Descriptors: Algebra, Mathematics Instruction, Teaching Methods, Disabilities
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Hughes, Elizabeth M.; Powell, Sarah R.; Stevens, Elizabeth A. – TEACHING Exceptional Children, 2016
Children with disabilities perform lower in mathematics than their peers without disabilities, and this gap widens from ages 7 to 13 (Wei, Lenz, & Blackorby, 2013). Of even greater concern is that fifth-grade children with mathematics disabilities continue to perform in the bottom quartile of their grade in high school (Shalev, Manor, &…
Descriptors: Disabilities, Mathematics, Achievement, Low Achievement
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Davenport, Carrie A.; Alber-Morgan, Sheila R. – TEACHING Exceptional Children, 2016
It is imperative that teachers have the knowledge and resources to support children who are deaf and use a cochlear implant in general education classrooms. The recommendations presented in this article provide teachers with the information necessary to promote a child's academic progress, communication needs, and social development. In order to…
Descriptors: Preschool Children, Deafness, Hearing Impairments, Assistive Technology
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Clouse, Diane E.; Bauer, Anne M. – TEACHING Exceptional Children, 2016
Self-advocacy, self-management, self-regulation, and self-knowledge are complex terms, often considered forms of self-determination. Whatever term you may use, helping young adults with intellectual disability (ID) make authentic decisions about their own goals and behaviors often results in passive agreement. Even though advancing…
Descriptors: Self Advocacy, Self Control, Self Determination, Young Adults
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Miller, Rhonda D. – TEACHING Exceptional Children, 2016
English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…
Descriptors: English Language Learners, English (Second Language), Second Language Instruction, Learning Disabilities
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Mason-Williams, Loretta; Wasburn-Moses, Leah – TEACHING Exceptional Children, 2016
Many special educators seek opportunities to learn more and to make systemwide changes. These educators, however, may not know what else to do or where else to look for answers to challenges they experience within their current roles and settings. Rather than continuing to search for answers within their current position, some special educators…
Descriptors: Doctoral Degrees, Faculty Development, Special Education Teachers, Interests
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Van Boxtel, Joanne M. – TEACHING Exceptional Children, 2016
Educators across the nation are now well under way in implementing the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010) for mathematics. The emerging literature regarding CCSS mathematics instruction for students with disabilities urges…
Descriptors: Gifted Disabled, Independent Study, Common Core State Standards, Mathematics Instruction
Dougherty, Barbara; Bryant, Diane Pedrotty; Bryant, Brian R.; Shin, Mikyung – TEACHING Exceptional Children, 2016
Cara, a seventh-grade student with learning disabilities (LD) in mathematics, believes that the ratio 2:3 is equivalent to 4:5 because there is a difference of one between the two numbers in each ratio and there is a difference of two between corresponding numbers in the two ratios (2 + 2 = 4 and 3 + 2 = 5). This misconception affects her ability…
Descriptors: Mathematical Concepts, Mathematics, Learning Disabilities, Grade 7
Rodrigues, Jessica; Dyson, Nancy I.; Hansen, Nicole; Jordan, Nancy C. – TEACHING Exceptional Children, 2016
Fractions are troublesome for many children, especially students with learning difficulties and disabilities in mathematics. To address this serious educational concern, this article recommends the use of number lines to build fraction sense. Math activities that center on the number line build fraction concepts as early as third grade. A number…
Descriptors: Fractions, Mathematics Instruction, Mathematical Concepts, Teaching Methods
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