Pub Date : 2024-04-16DOI: 10.1177/00400599241242124
Rachel E. Donegan, Sally K. Fluhler
{"title":"Intensifying Reading Interventions by Making Instruction More Explicit","authors":"Rachel E. Donegan, Sally K. Fluhler","doi":"10.1177/00400599241242124","DOIUrl":"https://doi.org/10.1177/00400599241242124","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"40 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561348","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: 10.1177/00400599241242121
Sarah Quinn, Wendy Machalicek
{"title":"IEP Meeting Facilitation Strategies for Meaningful Inclusion of Students With Disabilities","authors":"Sarah Quinn, Wendy Machalicek","doi":"10.1177/00400599241242121","DOIUrl":"https://doi.org/10.1177/00400599241242121","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140613543","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 : 2024-04-13DOI: 10.1177/00400599241231214
Megan E. Carpenter, Virginia L. Walker, Andy B. Masud, Holly N. Johnson
{"title":"Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs","authors":"Megan E. Carpenter, Virginia L. Walker, Andy B. Masud, Holly N. Johnson","doi":"10.1177/00400599241231214","DOIUrl":"https://doi.org/10.1177/00400599241231214","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"46 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561661","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 : 2024-04-12DOI: 10.1177/00400599241239311
Chengan Yuan, Juliet E. Hart Barnett
{"title":"Developing Quality IEP Goals in the Age of Artificial Intelligence","authors":"Chengan Yuan, Juliet E. Hart Barnett","doi":"10.1177/00400599241239311","DOIUrl":"https://doi.org/10.1177/00400599241239311","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"33 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561346","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}
Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students’ strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with mathematical learning disabilities. We begin by describing common misconceptions that may affect students’ abilities to reason with and calculate fractions. We then explain how teachers can use a concrete-semi-concrete representational-abstract (CRA) model to plan and implement lessons that maximize learning and minimize frustration. Readers are also provided with detailed descriptions of how teachers can assess fraction knowledge, reinforce conceptual understanding, and promote procedural fluency.
{"title":"Using Manipulative-Based Instructional Sequences to Increase the Understanding of Fractional Concepts of Students With Mathematical Learning Disabilities","authors":"Kathryn Lavin Brave, Izzy Berman, Debita Basu, Alexis Szkotak","doi":"10.1177/00400599241231228","DOIUrl":"https://doi.org/10.1177/00400599241231228","url":null,"abstract":"Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students’ strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with mathematical learning disabilities. We begin by describing common misconceptions that may affect students’ abilities to reason with and calculate fractions. We then explain how teachers can use a concrete-semi-concrete representational-abstract (CRA) model to plan and implement lessons that maximize learning and minimize frustration. Readers are also provided with detailed descriptions of how teachers can assess fraction knowledge, reinforce conceptual understanding, and promote procedural fluency.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"40 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561345","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 : 2024-03-15DOI: 10.1177/00400599241231751
Jennifer D. Pierce
{"title":"Translating Systems Coaching Research to Practice","authors":"Jennifer D. Pierce","doi":"10.1177/00400599241231751","DOIUrl":"https://doi.org/10.1177/00400599241231751","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"46 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147745","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 : 2024-03-14DOI: 10.1177/00400599241231217
Elizabeth A. Stevens, Megan H. Mowbray
{"title":"Using a Vocabulary Map Routine to Explicitly Teach Mathematics Vocabulary","authors":"Elizabeth A. Stevens, Megan H. Mowbray","doi":"10.1177/00400599241231217","DOIUrl":"https://doi.org/10.1177/00400599241231217","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"360 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147643","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 : 2024-03-13DOI: 10.1177/00400599241231237
Conrad Oh-Young, Michael Karlin
ChatGPT, an artificial intelligence (AI) large language model system, has taken the world by storm. Fearful that students would use ChatGPT to circumvent the learning process, multiple school districts in the U.S. have outright banned its use. Despite this, there are some who suggest that ChatGPT has the potential to reshape the field of education (Heaven, 2023; Morrison, 2023). In order to demonstrate that ChatGPT has the potential to benefit the field of special education, the purpose of this article is to describe how early childhood special (ECSE) teachers can use ChatGPT to facilitate instruction and support daily teaching practices. This article begins with a description of how teachers can access and interact with ChatGPT. Discussion then shifts to how ECSE teachers can use the AI to support instruction. The article concludes with a list of limitations and a brief overview of an alternative to ChatGPT.
{"title":"Artificial Intelligence . . . In the Early Childhood Special Education Classroom!!?","authors":"Conrad Oh-Young, Michael Karlin","doi":"10.1177/00400599241231237","DOIUrl":"https://doi.org/10.1177/00400599241231237","url":null,"abstract":"ChatGPT, an artificial intelligence (AI) large language model system, has taken the world by storm. Fearful that students would use ChatGPT to circumvent the learning process, multiple school districts in the U.S. have outright banned its use. Despite this, there are some who suggest that ChatGPT has the potential to reshape the field of education (Heaven, 2023; Morrison, 2023). In order to demonstrate that ChatGPT has the potential to benefit the field of special education, the purpose of this article is to describe how early childhood special (ECSE) teachers can use ChatGPT to facilitate instruction and support daily teaching practices. This article begins with a description of how teachers can access and interact with ChatGPT. Discussion then shifts to how ECSE teachers can use the AI to support instruction. The article concludes with a list of limitations and a brief overview of an alternative to ChatGPT.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"21 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147738","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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