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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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Documenting Reading Achievement and Growth for Students Taking Alternate Assessments
Content type: Journal Article
Students with disabilities have been included in state accountability systems for more than a decade; however, only in the past few years have alternate assessments of alternate achievement standards (AA-AAS) become stable enough to allow examination of...
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks
Content type: Journal Article
In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking “Does the use of universal screening, including a cut-point for...
Satisfaction With Individualized Education Programs Among Parents of Young Children With ASD
Content type: Journal Article
We examined parents’ satisfaction with multiple aspects of their children’s individualized education programs (IEPs). Parents ( n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four...
Exploring the Effect of Disability, Race-Ethnicity, and Socioeconomic Status on Scores on the Self-Determination Inventory: Student Report
Content type: Journal Article
The Self-Determination Inventory: Student Report (SDI:SR) was developed to address a need in the field for tools to assess self-determination that are aligned with current best practices in assessment development and administration, and emerging research...
Manifestation Determinations: An Interdisciplinary Guide to Best Practices
Content type: Journal Article
Students with disabilities are overrepresented within the population of students suspended or expelled from school. When a student with a disability faces an expulsion or suspension equaling more than 10 days, a manifestation determination review (MDR)...
Assessing and Supporting Social-Skill Needs for Students With High-Incidence Disabilities
Content type: Journal Article
Increasingly, special education teachers are charged, either directly or indirectly, with assessing and supporting students’ social skill needs both in the classroom and across educational settings. While some students may have behavioral goals outlined in...
Using Performance Feedback to Increase Special Education Teachers’ Use of Effective Practices
Content type: Journal Article
To support teachers in the process of increasing their use of effective practices, we suggest a six-step procedure using performance feedback: Step 1: select an instructional practice; Step 2: identify critical components; Step 3: identify a colleague to...
SMART or Not? Writing Specific, Measurable IEP Goals
Content type: Journal Article
Annual goals and present level of academic and functional performance are required components of the individualized education programs (IEP) for students with identified disabilities. A wide range of service providers, in addition to special educators take...
What CEC Means to Me
Content type: News
Posted:
15 May, 2023
They say, “time flies when you are having fun,” and this certainly applies to my time as an educator for the past 32 years and CEC member for 18 of these years. My introduction to the collegiality that is CEC was as a doctoral student when I made my first...
Ontario Unit
U.S. Department of Education Asks for Public Comment on 2021-2022 Civil Rights Data Collection
Content type: News
Posted:
19 November, 2021
This week, the U.S. Department of Education submitted a request for public comment on the Civil Rights Data Collection for the 2021-2022 school year.