Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Source
| Preventing School Failure | 7 |
Author
| Cessna, K. Kay | 1 |
| Fink, Albert H. | 1 |
| Gable, Robert A. | 1 |
| Gates, Carly | 1 |
| Janssen, Karen N. | 1 |
| Meo, Grace | 1 |
| Reed, Deborah K. | 1 |
| Rutherford, Robert B., Jr. | 1 |
| Skiba, Russell J. | 1 |
| Warger, Cynthia L. | 1 |
| Whinnery, Keith W. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Opinion Papers | 3 |
| Guides - Non-Classroom | 2 |
| Reports - Descriptive | 2 |
| Information Analyses | 1 |
Education Level
| Elementary Education | 1 |
| High Schools | 1 |
Audience
| Policymakers | 1 |
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkReed, Deborah K.; Gates, Carly – Preventing School Failure, 2020
Summer reading programs are a common means of providing wraparound services to improve the performance of students' with or at risk for reading disabilities. Today's programs are not merely camps but are complex and costly academic efforts that require year-round planning to be successful. School personnel responsible for these programs typically…
Descriptors: Summer Programs, Reading Programs, At Risk Students, Reading Difficulties
Meo, Grace – Preventing School Failure, 2008
The universal design for learning (UDL) principles provide a blueprint for designing a curriculum that addresses the diverse needs of all learners. The author provides an overview of UDL, connections to curriculum planning, and practical techniques that guide general and special education teachers in planning and implementing curriculum, using the…
Descriptors: Access to Education, Curriculum Development, Reading Comprehension, Reading Programs
Peer reviewedCessna, K. Kay; Skiba, Russell J. – Preventing School Failure, 1996
This article outlines principles of a needs-based approach to the inclusion of students with emotional and behavioral disorders and describes implications for inclusion in three areas: (1) provision of services; (2) curriculum; and (3) behavior management. The article also addresses the responsible limits of inclusion from a needs-based…
Descriptors: Behavior Change, Behavior Disorders, Classroom Techniques, Curriculum Development
Peer reviewedWhinnery, Keith W. – Preventing School Failure, 1992
A college preparation curriculum relevant to the needs of students with learning disabilities is presented, focusing on early planning, instructional modifications, strategy instruction, and support services. (JDD)
Descriptors: College Bound Students, College Preparation, Curriculum Development, Educational Planning
Peer reviewedGable, Robert A.; And Others – Preventing School Failure, 1993
This article explores current educational reform initiatives as they relate to curriculum and assessment, programs for at-risk students, collaborative schools, and the regular education initiative. Implications for teacher preparation include the need for defining the knowledge base, designing alternative program models, and developing exemplary…
Descriptors: Curriculum Development, Demonstration Programs, Disabilities, Educational Change
Peer reviewedWarger, Cynthia L.; Rutherford, Robert B., Jr. – Preventing School Failure, 1996
This article describes a social skills instructional framework, with examples of its use in inclusive and diverse classrooms. The framework has three phases: (1) defining the social skill to be taught; (2) implementing instruction; and (3) moving to self-control. Also provided are guidelines for performance-based assessment of social skills. (DB)
Descriptors: Cultural Differences, Curriculum Development, Educational Strategies, Elementary Secondary Education
Peer reviewedFink, Albert H.; Janssen, Karen N. – Preventing School Failure, 1993
This study for the Kentucky Department of Education identified and validated teacher competencies for teachers of students with emotional and behavioral disorders. The competencies address assessment, consultation, social skills development, behavior management, instructional programing/curriculum, personal/professional aspects, cognition,…
Descriptors: Administration, Behavior Change, Behavior Disorders, Cognitive Development
