journal article
LitStream Collection
Home
Scheibel, Gretchen; Ma, Zijie; Travers, Jason C.
doi: 10.1177/00400599211022023pmid: N/A
Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.
Cawthon, Stephanie W.; Goldstone, Linda; Higgins, Jennifer; Thurlow, Martha
doi: 10.1177/00400599211025543pmid: N/A
Postsecondary entrance and placement tests provide critical information that shapes the trajectory of the transition from secondary to postsecondary education. Test accommodations can play an important role in reducing barriers that deaf students face during high-stakes testing. For deaf students, decisions about access and accommodations for standardized assessment typically involve an Individualized Education Program (IEP) team. Deaf students’ access needs are not homogeneous, and decisions include a variety of factors including student characteristics, the content of the test, and test accommodations policies. In this article we share information about challenges that deaf students face and suggestions for ways to help to ensure that deaf students receive the accommodations that better allow them to show what they know and can do. These steps to improve accessibility can support equity in postsecondary pathways for deaf students.
Barbetta, Patricia M.; Morales, Melanie
doi: 10.1177/00400599211025553pmid: N/A
This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response cards, and guided notes. Each strategy has been researched extensively and has been shown to result in high levels of active student responding, which improves students’ learning with and without disabilities across various academic subjects and grade levels. With high-tech tools, such as video conferencing platforms and learning management systems, educators can successfully use these strategies during online teaching. This article describes each strategy, presents research on its effectiveness, and suggests potential adaptations when used during inclusive online instruction, including students with high-incidence disabilities and those at-risk.
doi: 10.1177/00400599211025554pmid: N/A
With a growing population of emergent bilingual learners in the United States, we are seeing more emergent bilinguals qualifying for special education services. Special education teachers must be prepared to meet the linguistic needs of their students in addition to disability related needs. One way of doing so involves adopting Culturally Sustaining Pedagogy to sustain students’ varied linguistic practices in the classroom. The present article outlines five considerations that may help special educators, including monolingual educators, invite students to draw upon their full linguistic repertoires. Considerations include: providing opportunities for students to use their multiple languages in the classroom, making explicit connections across languages, thinking expansively about literacy, modeling the use of multiple languages and literacies, and being critical of texts used in practice.
Harbour, Kristin E.; McDaniel, Sara C.; Preast, June L.; Buchanan, Dania
doi: 10.1177/00400599211025558pmid: N/A
Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics and self-monitoring needs in an elementary, co-taught classroom. This strategic approach includes: (a) screening and diagnostic assessment, (b) delivering academic and behavioral strategies and interventions, and (c) monitoring progress to inform instructional decisions. A case example of a second-grade classroom during supplemental small group linear measurement instruction and self-monitoring integrated Tier 2 intervention is provided for context.
doi: 10.1177/00400599211022030pmid: N/A
Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity (Jordan, 2018; Monsen et al., 2014; Russel & Bray, 2013). Previous researchers have found that teachers are more likely to implement inclusive teaching practices such as UDL when they have positive attitudes toward them shaped by their culture, experiences, and training. Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. UDL benefits all students-not just those with unique needs-by increasing student engagement and removing learning barriers.
Showing 1 to 10 of 10 Articles