Pub Date : 2024-08-03DOI: 10.1177/00400599241260493
Lisa Didion
It is critical that teachers use evidence-based practices for students with disabilities. With data, teachers can evaluate if their instruction is impactful. Teachers are encouraged to use data-based decision-making and intensive intervention to improve the outcomes of students with disabilities. With data, teachers can illustrate their instructional effectiveness or advocate for additional supports they may need. Foundational practices and components related to data use are defined with examples. Step-by-step guidance is provided for using data. Recommended practices to incorporate data into instruction and daily routines are provided with examples. Finally, resources related to how to use data in the classroom are identified.
{"title":"You Did That! Let Data Illustrate Your Effectiveness","authors":"Lisa Didion","doi":"10.1177/00400599241260493","DOIUrl":"https://doi.org/10.1177/00400599241260493","url":null,"abstract":"It is critical that teachers use evidence-based practices for students with disabilities. With data, teachers can evaluate if their instruction is impactful. Teachers are encouraged to use data-based decision-making and intensive intervention to improve the outcomes of students with disabilities. With data, teachers can illustrate their instructional effectiveness or advocate for additional supports they may need. Foundational practices and components related to data use are defined with examples. Step-by-step guidance is provided for using data. Recommended practices to incorporate data into instruction and daily routines are provided with examples. Finally, resources related to how to use data in the classroom are identified.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"110 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141934208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-03DOI: 10.1177/00400599241257440
Susan E. Anderson, Kathleen B. Kyzar, Julie Hulce
This article addresses practice guidelines for applying High Leverage Practices (HLPs), Universal Design for Learning (UDL) guidelines, and effective communication strategies when using multimodal digital communication platforms to document learning and support reciprocal teacher-family interactions about student academic performance in special education and inclusive contexts. Additionally, the article includes important considerations such as support needs and potential pitfalls associated with using digital communication tools. In providing multimodal evidence of learning using digital communication platforms, teachers can document learning in multiple ways, share learning artifacts with families, and track progress toward learning goals. When using digital tools to communicate about learning progress, teachers can ask students to reflect on artifacts, provide action-oriented feedback, and model learning interactions and strategies. Adhering to these practice guidelines helps teachers maximize the ways in which such tools enhance the implementation of HLPs and UDL strategies to improve teacher-family relationships and enhance student learning.
{"title":"Using a Multimodal Digital Platform to Communicate About Students’ Learning Progress","authors":"Susan E. Anderson, Kathleen B. Kyzar, Julie Hulce","doi":"10.1177/00400599241257440","DOIUrl":"https://doi.org/10.1177/00400599241257440","url":null,"abstract":"This article addresses practice guidelines for applying High Leverage Practices (HLPs), Universal Design for Learning (UDL) guidelines, and effective communication strategies when using multimodal digital communication platforms to document learning and support reciprocal teacher-family interactions about student academic performance in special education and inclusive contexts. Additionally, the article includes important considerations such as support needs and potential pitfalls associated with using digital communication tools. In providing multimodal evidence of learning using digital communication platforms, teachers can document learning in multiple ways, share learning artifacts with families, and track progress toward learning goals. When using digital tools to communicate about learning progress, teachers can ask students to reflect on artifacts, provide action-oriented feedback, and model learning interactions and strategies. Adhering to these practice guidelines helps teachers maximize the ways in which such tools enhance the implementation of HLPs and UDL strategies to improve teacher-family relationships and enhance student learning.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"58 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141934027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/00400599241257438
Arianna E. Pikus, Hannah M. Etchison, Hope K. Gerde, Gary E. Bingham
Experiences with nature are important for children’s development and there are many ways for educators to provide children with exceptionalities opportunities to interact with nature. Children with diverse needs can, and should, have opportunities to interact with nature. This article describes how to apply Universal Design for Learning (UDL) principles, a framework to improve and optimize teaching and learning for all people based on scientific evidence on how people learn (CAST, 2018a), to nature-based learning and articulates strategies for educators looking to provide more opportunities for all children to interact with nature, including those with disabilities. These strategies focus on how to incorporate nature within the indoor classroom and engage children with nature outdoors to promote development and learning.
{"title":"Nature for All: Utilizing the Universal Design Framework to Incorporate Nature-Based Learning Within an Early Childhood Inclusive Classroom","authors":"Arianna E. Pikus, Hannah M. Etchison, Hope K. Gerde, Gary E. Bingham","doi":"10.1177/00400599241257438","DOIUrl":"https://doi.org/10.1177/00400599241257438","url":null,"abstract":"Experiences with nature are important for children’s development and there are many ways for educators to provide children with exceptionalities opportunities to interact with nature. Children with diverse needs can, and should, have opportunities to interact with nature. This article describes how to apply Universal Design for Learning (UDL) principles, a framework to improve and optimize teaching and learning for all people based on scientific evidence on how people learn (CAST, 2018a), to nature-based learning and articulates strategies for educators looking to provide more opportunities for all children to interact with nature, including those with disabilities. These strategies focus on how to incorporate nature within the indoor classroom and engage children with nature outdoors to promote development and learning.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"63 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-24DOI: 10.1177/00400599241257436
Bryan G. Cook, Suzanne McClain, Francis Corr, Danielle A. Waterfield, Nathan P. Welker, Jesse I. Fleming, Sarah Emily Wilson, William J. Therrien
Effective teaching and special education programming should be informed by scientific research published in peer-reviewed journals. However, many peer-reviewed articles, including how-to articles based on research findings in practitioner-focused journals, are not freely accessible to instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals, creating a significant obstacle to informing practice with research findings. Fortunately, the number of peer-reviewed articles that are openly accessible on the internet is growing. In this article, we describe types of peer-reviewed articles, discuss different types of open-access publishing, and provide a six-step approach for accessing open-access publications.
{"title":"Pushing Past the Paywall: Accessing Open Peer-Reviewed Research","authors":"Bryan G. Cook, Suzanne McClain, Francis Corr, Danielle A. Waterfield, Nathan P. Welker, Jesse I. Fleming, Sarah Emily Wilson, William J. Therrien","doi":"10.1177/00400599241257436","DOIUrl":"https://doi.org/10.1177/00400599241257436","url":null,"abstract":"Effective teaching and special education programming should be informed by scientific research published in peer-reviewed journals. However, many peer-reviewed articles, including how-to articles based on research findings in practitioner-focused journals, are not freely accessible to instructional coaches, department chairs, special education administrators, special education teachers, families of students with disabilities, and other interested individuals, creating a significant obstacle to informing practice with research findings. Fortunately, the number of peer-reviewed articles that are openly accessible on the internet is growing. In this article, we describe types of peer-reviewed articles, discuss different types of open-access publishing, and provide a six-step approach for accessing open-access publications.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"93 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141773586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-20DOI: 10.1177/00400599241257449
Madeline P. Boehning, Catherine Holliday
Special education teachers use portfolios as alternative assessment and progress-monitoring tools. However, a multimodal, strengths-based portfolio has much more potential as a self-advocacy tool for students with varying abilities to showcase their strengths and interests, much like the portfolios adults use in the workplace. This paper conceptualizes the portfolio as a self-advocacy tool and presents suggested guidelines, an optional portfolio template, and student examples to illustrate the power of multimodal, strength-based portfolios. Through collaborative planning and reflection, special education teachers could work alongside general education teachers and families as they help students create portfolios and learn to use them as self-advocacy tools at their next IEP meeting and beyond.
{"title":"Let Us Transform the Portfolio Into a Strength-Based Self-Advocacy Tool","authors":"Madeline P. Boehning, Catherine Holliday","doi":"10.1177/00400599241257449","DOIUrl":"https://doi.org/10.1177/00400599241257449","url":null,"abstract":"Special education teachers use portfolios as alternative assessment and progress-monitoring tools. However, a multimodal, strengths-based portfolio has much more potential as a self-advocacy tool for students with varying abilities to showcase their strengths and interests, much like the portfolios adults use in the workplace. This paper conceptualizes the portfolio as a self-advocacy tool and presents suggested guidelines, an optional portfolio template, and student examples to illustrate the power of multimodal, strength-based portfolios. Through collaborative planning and reflection, special education teachers could work alongside general education teachers and families as they help students create portfolios and learn to use them as self-advocacy tools at their next IEP meeting and beyond.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"52 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-30DOI: 10.1177/00400599241239332
William Hunter, Suman Rath, Keishana Barnes, LaSheba Hilliard, Caarne L. White, Dominic McGiffert-Sandoval
{"title":"“Take Me to the Bridge”: Transitional Support for Minoritized Twice-Exceptional Learners","authors":"William Hunter, Suman Rath, Keishana Barnes, LaSheba Hilliard, Caarne L. White, Dominic McGiffert-Sandoval","doi":"10.1177/00400599241239332","DOIUrl":"https://doi.org/10.1177/00400599241239332","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"49 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-27DOI: 10.1177/00400599241242326
David Allsopp, Samuel L. Eskelson, Sarah van Ingen Lauer, Jessica Hinton, Jennie Farmer, Elizabeth K. Hughes
In this article, we illustrate how mathematics and special education teachers can collaboratively plan together to differentiate mathematics instruction for students with exceptionalities. We describe a structured, collaborative planning protocol that is the first phase of a Mathematics-Specific Consultation for Students with Exceptionalities (MSC-SE). Using the exemplar triad of a third-grade mathematics teacher, a special education resource teacher, and a third-grade student diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD) and Specific Learning Disabilities (SLD), we show what this planning looks like for the specific content area of fractions. We highlight how these teachers, in collaboration with the student, work together purposefully to understand what her strengths are, why she is having difficulty, and what mathematics-related supports she needs. Within this context, we discuss how the two teachers develop a mathematics instructional hypothesis that provides them a focused and informed foundation for developing an individualized instruction/intervention plan for their student.
{"title":"Collaborative Planning: The Critical Foundation for Successful Math Interventions","authors":"David Allsopp, Samuel L. Eskelson, Sarah van Ingen Lauer, Jessica Hinton, Jennie Farmer, Elizabeth K. Hughes","doi":"10.1177/00400599241242326","DOIUrl":"https://doi.org/10.1177/00400599241242326","url":null,"abstract":"In this article, we illustrate how mathematics and special education teachers can collaboratively plan together to differentiate mathematics instruction for students with exceptionalities. We describe a structured, collaborative planning protocol that is the first phase of a Mathematics-Specific Consultation for Students with Exceptionalities (MSC-SE). Using the exemplar triad of a third-grade mathematics teacher, a special education resource teacher, and a third-grade student diagnosed with Attention Deficit with Hyperactivity Disorder (ADHD) and Specific Learning Disabilities (SLD), we show what this planning looks like for the specific content area of fractions. We highlight how these teachers, in collaboration with the student, work together purposefully to understand what her strengths are, why she is having difficulty, and what mathematics-related supports she needs. Within this context, we discuss how the two teachers develop a mathematics instructional hypothesis that provides them a focused and informed foundation for developing an individualized instruction/intervention plan for their student.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"19 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140812545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-16DOI: 10.1177/00400599241239338
Fred Spooner, Robert Pennington, Ashley Anderson, Thai Ray Williams
{"title":"The Application of Time Delay to Teach Students With Extensive Support Needs","authors":"Fred Spooner, Robert Pennington, Ashley Anderson, Thai Ray Williams","doi":"10.1177/00400599241239338","DOIUrl":"https://doi.org/10.1177/00400599241239338","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"16 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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