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Secondary School Principals Cite Inadequate Support to Help Students with Disabilities
Content type: News
Posted:
18 February, 2020
A 2019 RAND Corporations survey of secondary school principals from the American School Leader Panel found that principals in schools with the highest percentage of students of color feel inadequately prepared to support students with disabilities.
Extracurricular School Clubs
Content type: Journal Article
How can teachers promote the participation of students with severe disabilities in school activities while providing opportunities for skill enhancement and fun? This article describes a five-step process for addressing priority functional and academic...
Promoting Inclusion, Social Connections, and Learning Through Peer Support Arrangements
Content type: Journal Article
Ensuring students with severe disabilities access the rich relationship and learning opportunities available within general education classrooms is an important—but challenging—endeavor. Although one-to-one paraprofessionals often accompany students in...
Improving Access to Elementary School Social Studies Instruction
Content type: Journal Article
Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers...
Designing and Implementing Group Contingencies in the Classroom
Content type: Journal Article
Group contingencies are an evidence-based proactive classroom behavior management system designed for teachers to implement during instruction. These practical programs reward groups or teams of students’ contingent on following explicitly stated...
Integrating Morphological Knowledge in Literacy Instruction
Content type: Journal Article
Morphology instruction is underutilized in special education despite a substantial body of research that links the development of morphological awareness and morphological knowledge to word recognition, spelling, vocabulary and reading comprehension...
Building Self-Determination Through Inclusive Extracurricular Programs
Content type: Journal Article
Extracurricular activities are known to provide students a range of rich experiences that influence their academic achievement, leadership and communication skills, and career paths. Students with disabilities (SWD) historically have limited access to...
Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms
Content type: Journal Article
Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. While differentiated small group instruction is ideal for students with learning disabilities, whole-group instruction continues to...
Supporting Student Self-Regulation to Access the General Education Curriculum
Content type: Journal Article
Researchers concur that self-regulated learners assume increased responsibility for their own behavior and learning over time by strategically setting and planning to meet goals, monitoring and evaluating their progress, and using feedback to adjust their...
Self-Management Strategies to Support Students With ASD
Content type: Journal Article
Students with autism spectrum disorder (ASD) often struggle with a series of executive functioning (EF) deficits that make independent behavior in general education settings difficult. Consequently, teachers or paraprofessionals often are required to...