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Raley, Sheida K.; Mumbardo-Adam, Cristina; Simo-Pinatella, David; Gine, Climent – Education and Training in Autism and Developmental Disabilities, 2018
Researchers have linked the promotion of skills associated with self-determination with positive school and post-school outcomes for students with disabilities, and there is an ongoing need to promote greater access to instruction that enhances student self-determination. To that end, curricula were developed that provide teachers with content and…
Descriptors: Teaching Methods, Self Determination, Curriculum Development, Outcomes of Education
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Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W. – Preventing School Failure, 2019
The purpose of the study was to understand current knowledge and implementation of a multitier system of support. The study focuses on tertiary interventions and uses input from teachers in a top education system who are responsible for implementing a Response to Intervention (RTI) framework daily. Sixty-three K-5 teachers were surveyed to…
Descriptors: Intervention, Response to Intervention, Teacher Attitudes, Elementary School Teachers
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Barton, Erin E.; Ledford, Jennifer R.; Lane, Justin D.; Decker, Jessica; Germansky, Sara E.; Hemmeter, Mary Louise; Kaiser, Ann – Topics in Early Childhood Special Education, 2016
Research in early intervention/early childhood special education (EI/ECSE) is focused on identifying effective practices related to positive outcomes for young children with disabilities and their families. Individual responses to evidence-based practices are often variable, and non-responders are common. Single case research (SCR) might be…
Descriptors: Early Intervention, Early Childhood Education, Special Education, Young Children
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Johnson, Andrew P. – International Journal of Whole Schooling, 2017
Reading is creating meaning with print. It makes sense that interventions for struggling readers be similarly meaning-based and take place, to the greatest extent possible, in a general education setting. This article describes a meaning-based Response to Intervention plan that is economical, pragmatic, research-based, and effective. Based on a…
Descriptors: Response to Intervention, Reading Instruction, Reading Difficulties, Intervention
Carney, Eve; Fisher, Alexandria; Glass, Jamie – ProQuest LLC, 2017
While districts and schools continue to place more emphasis on personalized instruction and tiers of literacy interventions, more students are continuing to reach middle school without the ability to read on grade level. Much of the emphasis on the attainment of literacy skills occurs in the elementary grades. As a result, middle grades' literacy…
Descriptors: Middle School Students, Literacy Education, Statistical Analysis, Teaching Methods
Glass, Jamie; Carney, Eve; Fisher, Alexandria – ProQuest LLC, 2017
While districts and schools continue to place more emphasis on personalized instruction and tiers of literacy interventions, more students are continuing to reach middle school without the ability to read on grade level. Much of the emphasis on the attainment of literacy skills occurs in the elementary grades. As a result, middle grades' literacy…
Descriptors: Middle School Students, Literacy Education, Statistical Analysis, Teaching Methods
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Meadan, Hedda; Snodgrass, Melinda R.; Palomo, Ilyse; Amenta, Christina G.; Halle, James W. – Exceptionality, 2017
Training and coaching are cited frequently to achieve different goals, by different people, across different fields. "Who" provides training and coaching and "where" and "how" they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual…
Descriptors: Training, Coaching (Performance), Definitions, Literature Reviews
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McVancel, Samantha M.; Missall, Kristen N.; Bruhn, Allison L. – Contemporary School Psychology, 2018
Reports show that only 40% of 4th-grade students are proficient in math and American students are failing to demonstrate proficiency in key areas of mathematics (National Center for Educational Statistics 2011). Improving students' fluency of basic math multiplication facts has been recommended as a way to increase math proficiency…
Descriptors: Multiplication, Mathematics Skills, Individualized Education Programs, Skill Development
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Kuo, Nai-Cheng – Educational Philosophy and Theory, 2015
In the United States and elsewhere in the world, disabilities are being studied by two different schools of thought: special education and disability studies. In the field of special education, analyses are often pragmatic and instrumental. In contrast, analyses in the field of disability studies are often historical and cultural, explaining…
Descriptors: Intervention, Response to Intervention, Disabilities, Special Education
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Hott, Brittany L.; Dibbs, Rebecca-Anne; Naizer, Gil; Raymond, Lesli; Reid, Campbell C.; Martin, Amelia – Rural Special Education Quarterly, 2019
Students with mathematics difficulties and disabilities require evidence-based instructional strategies and interventions to improve their mathematical performance. Dissemination of these practices to teachers in rural settings presents specific challenges, including lack of Internet access, few discretionary resources, and geographic isolation.…
Descriptors: Algebra, Mathematics Instruction, Intervention, Low Achievement
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Schles, Rachel Anne; Robertson, Rachel E. – Teacher Education and Special Education, 2019
Given the importance of evidence-based practices (EBPs) for improving outcomes for students with disabilities, it is key that preservice special education teachers have the opportunity to implement EBPs with high levels of fidelity during their teacher preparation program. For this reason, the authors conducted a systematic review of the…
Descriptors: Role, Feedback (Response), Evidence Based Practice, Preservice Teacher Education
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Peltier, Corey; Lingo, Mindy E.; Autry, Faye; Deardorff, Malarie E.; Palacios, Maegann – Journal of Applied School Psychology, 2021
Many students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. Schema-based instruction (SBI) is identified as a promising practice for students with a SLD. The current projects aimed to tests the efficacy of SBI implemented by a teacher under routine conditions. This extends prior…
Descriptors: Teaching Methods, Schemata (Cognition), Mathematics Instruction, Problem Solving
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Carew, Mark T.; Deluca, Marcella; Groce, Nora; Kett, Maria – International Journal of Inclusive Education, 2019
There has been little empirical study within low- and middle-income countries on how to effectively prepare teachers to educate children with disabilities. This paper reports on the impact of an intervention designed to increase teaching self-efficacy, improve inclusive beliefs, attitudes and practices, and reduce concerns around the inclusion of…
Descriptors: Longitudinal Studies, Self Efficacy, Inclusion, Foreign Countries
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Harris, Kathleen I.; Kinley, Hannah L.; Cook, Angela – Young Exceptional Children, 2017
One of early childhood teachers' first questions of parents with regard to school readiness is whether the child knows the ABCs (Hyson & Tomlinson, 2014). Crucial pre-reading and writing skills, such as oral language, phonological awareness, print awareness, and alphabet letter recognition, are important to children's cognitive development…
Descriptors: Early Childhood Education, School Readiness, Emergent Literacy, Alphabets
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Purcell-Gates, Laura; Fisher, Emma – Research in Drama Education, 2017
This article proposes puppetry as a practice uniquely situated to intervene in ideological constructions of the disabled body both onstage and off. Examining our current and recent practice-based research that uses puppetry to intervene in cultural perceptions of disability, we put forth a provocation, asking readers to consider the ways in which…
Descriptors: Puppetry, Teaching Methods, Disabilities, Human Body
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