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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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Where Students With the Most Significant Cognitive Disabilities Are Taught
Content type: Journal Article
Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010–2011 school year had access to regular education settings and the extent to...
Are Today’s Students With Disabilities More Likely to Attend Full-Day Kindergarten or Part-Day Kindergarten? Analysis of Two Cohorts of Students and Their Teachers
Content type: Journal Article
Some education policy analysts have called for increased participation of young children in full-day kindergarten programs as opposed to part-day kindergarten. However, little is known about whether students with disabilities are increasingly attending...
Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities
Content type: Journal Article
Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students’ academic outcomes. In a meta-analysis of 180 effect sizes from 23...
Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms
Content type: Journal Article
The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The...
Extended School Year: Legal and Practical Considerations for Educators
Content type: Journal Article
Special education teachers and administrators often struggle to understand the legal rights of students with disabilities, leading to parent-school disagreements. Specifically, school professionals lack information about Extended School Year (ESY). Based...
Essential Components for Math Instruction: Considerations for Students With Extensive Support Needs
Content type: Journal Article
In this article, we focus on pairing instructional approaches with a strong evidence base in math with evidence-based practices for students with extensive support needs. To do so we draw on two sources. We use the 2021 Practice Guide from the Institution...
Designing an Inclusive Future: Including Diversity and Equity With Innovations in Special Education Technology
Content type: Journal Article
This article describes the intersection of diversity and technology and Innovations in Special Education Technology (ISET) efforts, as a division and as professionals, to promote diversity, equity, and inclusion (DEI) through technology in education. ISET...
Differentiating Instruction for Students Who Are Blind and With Low Vision
Content type: Journal Article
To best support students with low vision in the general education classroom, special education teachers can facilitate use of several adaptations including: (a) attention to curriculum access (e.g. text magnifiers), (b) mechanisms for promoting social...
TEACHING Exceptional Children Journal (Volume 53, Issue 6)
Content type: Journal
This issue focuses on topics such as ensuring effective implementation of evidence-based practices, ensuring equitable and accessible technology, curriculum programming for students with Autism Spectrum Disorder, a tiered approach to implementing universal...
TEACHING Exceptional Children Journal Teachers as Self-Advocates Issue (Volume 53, Issue 3)
Content type: Journal
This issue is focused on special educator self-advocacy. Teachers who possess the ability to confront and resolve professional obstacles through self-advocacy are better equipped to focus on the instructional, social, and emotional needs of their students...