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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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Teaching Students With Significant Cognitive Disabilities to Count: Routine for Achieving Early Counting
Content type: Journal Article
A complete and robust understanding of number takes time to develop but can be achieved through numerous opportunities to learn and practice counting with a variety of experiences and materials. Helping students with significant cognitive disabilities...
Guided Practice for Complex, Multistep Procedures in Algebra: Scaffolding Through Worked Solutions
Content type: Journal Article
Students with learning disabilities (LD) struggle with many aspects of mathematics, and tasks requiring reasoning and explaining in algebra and other higher-level mathematics courses are often especially challenging. Solving problems correctly is part of...
Fluency Practice: Techniques for Building Automaticity in Foundational Knowledge and Skills
Content type: Journal Article
Achieving fluency in basic facts and skills is an important learning outcome needed for academic growth. Fluency is a type of skill mastery characterized by a combination of accuracy and speed, and it has numerous benefits. For instance, fluency promotes...
Effective Approaches for Scheduling and Formatting Practice: Distributed, Cumulative, and Interleaved Practice
Content type: Journal Article
Effective Approaches for Scheduling and Formatting Practice Activities: Distributive, Cumulative, and Interleaved Practice
Leading With an Equity Lens: Addressing the Intersection of Racism and Ableism in Public Schools
Content type: Journal Article
The Council for Exceptional Children studied the profession of special education and found that a substantial number of special educators rated their confidence as lower in culturally responsive instruction strategies (Fowler, et al., 2019). The...
The Administrator’s Role in Universal Design for Learning’s Successful Implementation
Content type: Journal Article
Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high...
Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms
Content type: Journal Article
Students with intellectual disabilities are among the least likely students to spend a significant amount of time in general education classrooms. When they are included, they may spend their time on non-academic learning experiences. Universal Design for...
Approaching Explicit Instruction Within a Universal Design for Learning Framework
Content type: Journal Article
Explicit Instruction (EI) and Universal Design for Learning (UDL) have been identified as high-leverage instructional practices in special education, effective for bolstering academic outcomes among learners with processing difficulties and enabling all...
TEACHING Exceptional Children Journal (Volume 53, Issue 2)
Content type: Journal
This issue includes articles about Self-Regulated Strategy Development in Writing, Reading, and Mathematics for Students with Specific Learning Disabilities, Quick Collaborative Meetings, Using MTSS as a Structure for Building School–Family Partnerships...
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...