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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties
Content type: Journal Article
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with...
Filling an Information Gap in Preschool MTSS and RTI Decision Making
Content type: Journal Article
A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of...
Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?
Content type: Journal Article
This study investigated the prevalence of latent classes at risk for reading or math disabilities in elementary-age children whose first language is Spanish. To this end, children ( N = 394) in Grades 1, 2, and 3 were administered a battery of vocabulary...
Developing Relationships With Immigrant Families: Learning by Asking the Right Questions
Content type: Journal Article
The influence of family-professional partnerships on positive student outcomes is well documented. These relationships are especially important among immigrant families in the U.S., as they may likely be unfamiliar with special education procedures, rights...
Waived English Learners: The Understudied Intersection of English Learner and Special Education Status
Content type: Journal Article
Under federal law, parents have the right to decline, or waive, English language support services when their child is identified as an English learner (EL) in school. In this study, we focus on this important subgroup of ELs—referred to as waived ELs—at...
Critical Consciousness in Decision-Making: A Model for Educational Planning and Instruction With Bilingual/Multilingual Students with Disabilities
Content type: Journal Article
"Was dual language immersion the best choice for my student, Fanny, if she is still not prepared for middle school? " Ms. Suárez’s reflection depicts common issues faced by parents, teachers, and administrators who must decide what type of services will be...
Inclusive Practices in Special Education: Language and Literacies
Content type: Journal Article
With a growing population of emergent bilingual learners in the United States, we are seeing more emergent bilinguals qualifying for special education services. Special education teachers must be prepared to meet the linguistic needs of their students in...
NCLD and Understood Publish Resources on Effective Teaching Practices
Content type: News
Posted:
10 September, 2021
The National Center for Learning Disabilities (NCLD) and Understood have released a series of new resources collectively titled "Forward Together: Pandemic Lessons for Effective Teaching Practices." The resources include a survey of educators’ experiences...
Survey Results: Poor Students with Disabilities Less Likely to Access Remote Learning
Content type: News
Posted:
2 June, 2020
According to a survey of 1,500 U.S. parents released by the advocacy group ParentsTogether, the nation’s poorest students are accessing remote learning as little as once a week or less.
Alliance for Excellent Education Releases K-12 Equity Report
Content type: News
Posted:
11 December, 2020
On Thursday, which was the five year anniversary of the enactment of the Every Student Succeeds Act (ESSA), the Alliance for Excellent Education released a new report titled “When Equity is Optional” examining the way states have used the federal K-12...