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Curricular Content of the Individualized Education Programs of Students with a Significant Cognitive Disability
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Coleman, Olivia Fudge; McDonnell, John; Jameson, J. Matt; Johnston, Susan S.; Farrell, Michael; Malbica, Anne; Aiono Conradi, Lyndsey – Education and Training in Autism and Developmental Disabilities, 2023
The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 requires that all students with disabilities participate and progress in the general education curriculum. Although IDEA requires individualized education program (IEP) teams to include academic and life skills goals in a students' as necessary to meet their individual…
Descriptors: Educational Legislation, Equal Education, Federal Legislation, Students with Disabilities
Parent-Teacher Collaboration: Teacher Perceptions of What Is Needed to Support Students with ASD in the Inclusive Classroom
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Schultz, Tia R.; Able, Harriet; Sreckovic, Melissa A.; White, Tamira – Education and Training in Autism and Developmental Disabilities, 2016
Positive parent-professional collaboration is critical for the educational success of students with autism spectrum disorder (ASD). However, little is known about teacher perceptions of parent-professional collaboration. Thirty-four teachers participated in a qualitative study to gain a better understanding of teachers' perceptions of helpful…
Descriptors: Parent Teacher Cooperation, Teacher Attitudes, Pervasive Developmental Disorders, Inclusion
Intrusiveness of Behavioral Treatments for Children with Autism and Developmental Disabilities: An Initial Investigation
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Mayton, Michael R.; Carter, Stacy L.; Zhang, Jie; Wheeler, John J. – Education and Training in Autism and Developmental Disabilities, 2014
The behaviors frequently displayed by students with autism can place them at risk for overly reactive behavior interventions with unwanted side effects. The current study examined the level of intrusiveness of behavioral treatments developed for 198 students with disabilities from 13 different states. Results demonstrated that students diagnosed…
Descriptors: Children, Autism, Developmental Disabilities, Behavior Modification
Effects of School Counselor Supervised Peer Tutoring in Inclusive Settings on Meeting IEP Outcomes of Students with Developmental Disabilities
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Odluyurt, Serhat; Tekin-Iftar, Elif; Ersoy, Gulhan – Education and Training in Autism and Developmental Disabilities, 2014
The purpose of this study was to investigate the effects of school counselor supervised peer tutoring intervention on meeting IEP outcomes of six inclusion students with developmental disabilities in a public elementary and secondary school. The effectiveness of this intervention was evaluated by using multiple probe design across students.…
Descriptors: School Counselors, Peer Teaching, Tutoring, Inclusion