Universal design for transition (UDT) refers to an approach to instructional planning, delivery, and assessment that bridges the gap between teaching academic and functional/transition goals. It builds upon the principals of universal design for learning (UDL) assuring that instructional practices are designed to meet the needs of diverse learners…

The purpose of this 18-month case study is to highlight the successes and challenges that an ESL/mathematics teacher encountered as she made a shift from traditional mathematics curriculum to a standards-based curriculum as part of a statewide systemic initiative. The study was conducted in an urban, public middle school in Central Texas that…

Visual representation and viewing are integral parts of language arts, communication, and physical education. Time constraints often limit a self-contained classroom teacher, or even the language arts teacher's ability to adequately address all areas of language arts. Therefore, it is important to include language arts in other content areas.…

Described in this article are outcomes, procedures, and suggestions for incorporating a dog into a classroom for students with emotional or behavioral disorders. First, the outcomes for the inclusion of a dog are presented and are reported from an empirical study conducted by the author. Next, details are provided on how teachers would initially…

Meeting the needs of every student so that they can be successful in the real world and life is one of the primary goals of education. In this era of high stakes standardized testing and No Child Left Behind, it is expected that all students should achieve at the same academic levels. Yet, no two students are identical so it makes logical sense…

The Activity Based Learning (ABL) is unique and effective to attract out-of -school children to schools. It facilitates readiness for learning, instruction, reinforcement and evaluation. ABL has transformed the classrooms into hubs of activities and meaningful learning. Activity-based learning, naturally leads to cooperative learning. Since group…

Individually prescribed instruction (IPI) tapes were used for review, remedial instruction, and individual drill in a shorthand lab. (JS)

This study describes some of the differences in the way primary teachers work with different school subjects. The activities during reading and arithmetic instruction in six third grade, inner-city, self-contained classrooms were observed, tape-recorded, and analyzed using three systems of observation. A total of five hours of instruction in…

Teachers in trainable mentally handicapped classes throughout Illinois were surveyed in regard to the type of classroom structure being followed (i.e., self-contained, semidepartmentalized, departmentalized) and also the extent to which their needs and the needs of their children were being met. (Author)

The scope of this article is to discuss the impact of underrepresentation of girls in separate, self-contained special education classes for preschool children in a large school district in the southeastern United States. On a regular basis, preschool girls identified with special needs are being placed in self-contained classes where there they…

The purpose of this study was to evaluate the effectiveness of using picture activity schedule books to increase on-schedule and on-task behaviors of children with moderate intellectual disabilities. Four students enrolled in a self-contained classroom participated in the study. Graduated guidance, system of least prompts, and verbal prompting…

Seeking information about preconceived notions of the educational needs of children who are gifted, we asked 285 undergraduates in prerequisite classes for teacher education to complete questionnaires. Topics addressed included the need for special services for children who are gifted, perceptions of forms of service delivery in elementary…

This study looks at the ways team teaching members work together, at their interdependencies, divisions of labor, and modes of coordination. It is a microorganizational study of teaching teams that looks both at factors which predict or explain how a team is organized and at the implications of these patterns of organization for (a) collegial…