Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…

This project explored how iPads were being used in a range of K-12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of…

This article describes the design and use of daily schedules for individual students, especially those with moderate or severe disabilities, highlighting the multiple learning opportunities such schedules can provide. It considers advantages of schedule use, types of daily schedules, considerations for developing schedules, embedded academic…

Developed by the SCAT (Support, Competency-Assistance and Training) Project staff, the document deals with the fourth step, instructional programing, of a systematic instruction model for use with exceptional children. Purposes of the paper are noted to include providing guidelines for establishing and implementing individualized instructional…

This article reviews some ways of differentiating classroom methods for special needs students in Great Britain, including differentiation of content, interests, pace, level, access, response, sequence, structure, teacher time, teaching style, and grouping. The most effective methods of differentiation are felt to be grouping, structure, and…

This paper presents a case for the need to individualize discipline as well as instruction. The selected review of the literature indicates that published information on classroom management currently does not provide such an individualized approach. A child-type by intervention technique interaction strategy is suggested with specific examples…

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…

In order to guide organizational growth in the Master's in Education with an emphasis in Special Education program, offered at Southwestern College, an in-depth qualitative study was conducted with participants from three specific realms located in the state of Kansas. Participants from the Kansas State Department of Education, Southwestern…

Improving student motivation and self-concept is now an important concern of principals. Positive results arise from such diverse theories as Skinner's positive reinforcement techniques or Maslow's self-actualization model. Although evidence on cause and effect of motivation is scarce, it does seem likely that motivation is related to student…

This booklet is designed as a support bulletin for Texas'"Framework for the Social Studies, Grades K-12" (ED 044 327). It capsulizes research and writing about meeting individual student needs. Individualized instruction requires that the teacher vary classroom teaching strategies so that students can engage in learning activities that are most…

This text provides an introduction to the principles of behavior modification and the specific information needed to apply these principles successfully in a school environment. Emphasis is on closing the gap between theory and practice through step-by-step procedures for developing, modifying, and fading out behavior management programs. Part 1…

A case study illustrates the development and monitoring of daily instructional objectives and activities based on five components: the Individualized Education Program (IEP), an objectives list, a task analysis and instructional sequence worksheet, a daily monitoring sheet, and a IEP performance chart. (CL)

This manual provides educators with a process to integrate the life-long goals and specific needs of students with severe disabilities within the context of the regular education curriculum, through the development of individualized learner outcomes. The manual discusses the process of building inclusive learning opportunities for students with…

Teachers of severely handicapped students can organize their classrooms to maximize individualization by designing a schedule for each adult (therapist, aide, etc.) and student; developing meaningful individualized educational programs; and by using a folder system to communicate specifics of each instructional activity. (CL)

Compliance with the spirit of the law mandating individualized educational progams (IEPs) for handicapped students requires systematic implementation through the instructional plan. Four techniques for facilitating IEP development and implementation are reviewed, including using existing skill sequences in curricula and systematically collecting…