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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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Visual Arts Content Literacy: A Partnership Between Art Educators and Special Educators
Content type: Journal Article
Content literacy is necessary for students to be successful in meeting the national core arts standards in the areas of creating, presenting, responding, and connecting. Art educators can with work special educators to support students with disabilities to...
Developing Present Levels of Academic Achievement and Functional Performance Statements for IEPs
Content type: Journal Article
The Individuals with Disabilities Education Act requires Individualized Education Program (IEP) teams to determine progress based on the unique needs of the individual student. In order to do this, IEP teams must develop comprehensive Present Levels of...
Involving Key Community Partners in the Implementation of Effective Practices
Content type: Journal Article
In this column, we describe how different community stakeholders can successfully partner with school intervention teams to improve transition outcomes. We offer examples of effective practices community stakeholders can implement to support successful...
Co-Teaching Family Engagement Letter & 3 Surveys
Content type: Teacher Resource
The purpose of this resource is to enhance parent engagement in a co-taught classroom. The parent letter and three surveys included in this resource are devised to assist a set of team teachers in building trust and gaining parent/caregiver support in student success in a co-taught class. This resource is informed by current research in family engagement, communication, and the High-Leverage Practices.
A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities
Content type: Journal Article
Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising...
Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings
Content type: Journal Article
Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of...
Unit Co-Planning for Academic and College and Career Readiness in Inclusive Secondary Classrooms Toews, S. G., Miller, A. L., Kurth, J. A., & Turner, E. L. 9/1/2020 53 1 2020 Access to quality general education instruction that includes academic and non
Content type: Journal Article
Access to quality general education instruction that includes academic and non-academic skills is a right for all children. To accomplish this, it is necessary to provide tools that foster collaborative planning for student success. The Unit Co-Planning...
The Quick Collaborative Meeting: Promoting Success in an Inclusive Setting
Content type: Journal Article
Collaboration between the special educator and the general classroom teacher is required when sharing the instruction of students who receive specialized support and services. Collaboration requires teachers to share responsibilities to work toward a...
The Quick Collaborative Meeting: Promoting Success in an Inclusive Setting
Content type: Journal Article
Collaboration between the special educator and the general classroom teacher is required when sharing the instruction of students who receive specialized support and services. Collaboration requires teachers to share responsibilities to work toward a...
The Quick Collaborative Meeting: Promoting Success in an Inclusive Setting
Content type: Journal Article
Collaboration between the special educator and the general classroom teacher is required when sharing the instruction of students who receive specialized support and services. Collaboration requires teachers to share responsibilities to work toward a...