Pub Date : 2024-06-07DOI: 10.1177/00400599241256610
Christopher B. Denning, Laura A. Hayden, Amelia Moody
{"title":"Movement-Based Learning: Adding Physical Activity in the Classroom for Children With Autism Spectrum Disorder","authors":"Christopher B. Denning, Laura A. Hayden, Amelia Moody","doi":"10.1177/00400599241256610","DOIUrl":"https://doi.org/10.1177/00400599241256610","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373353","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 : 2024-06-06DOI: 10.1177/00400599241256585
Kary Zarate, Crystal S. Williams, M. Ostrosky
{"title":"Let’s Collaborate! Strategies to Improve Inclusion of Students With Extensive Support Needs","authors":"Kary Zarate, Crystal S. Williams, M. Ostrosky","doi":"10.1177/00400599241256585","DOIUrl":"https://doi.org/10.1177/00400599241256585","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141379738","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 : 2024-05-01Epub Date: 2022-03-01DOI: 10.1177/00400599221079643
Philip Capin, Colby Hall, Elizabeth A Stevens, Paul K Steinle, Christy S Murray
Christian Scott recently returned home from college and was set to begin his first year as a middle school special education teacher. During his first meeting with his new principal, he learned about his teaching schedule. His principal, Mrs. Walker, explained their district was making a push for using multitiered systems of support (MTSS) as a framework for instruction. Her school would identify students with reading difficulties based on their performance on prior state reading tests and use this information to develop student schedules that allow students to receive additional reading interventions (i.e., Tier 2, Tier 3). Christian would teach reading to students with disabilities on his caseload across instructional tiers (Tiers 1-3). He would be tasked with providing co-teaching support for students with disabilities as they participate in general education classes (i.e., Tier 1). He would also provide additional Tier 2 supports to students with and without disabilities that did not pass the state achievement test in reading. Finally, he would provide intensive interventions to students with disabilities who required small group instruction (Tier 3). Having just received his special education teaching credential, Christian was familiar with the co-teaching service delivery model and the elements of effective instruction for middle school students with reading difficulties. However, he wondered, "What will this actually look like? How will I support the general education teacher providing Tier 1 supports? It sounds like I will also provide Tier 2-type instruction to students via a reading intervention class. What should this look like? How will this differ from the small group, Tier 3 instruction I need to provide?" Christian's mind raced with questions he was too nervous to ask in his first meeting with his new supervisor. The special education lead teacher noticed Christian seemed unsure how to respond. She jumped in, "Don't worry, Christian. School doesn't start for a few weeks. I'll help you with the details so you can hit the ground running." Christian felt excited about the challenge but also overwhelmed. Planning lessons for students with varying needs across instructional tiers was a tall order, and he felt unsure about how to get started.
{"title":"Evidence-Based Reading Instruction for Secondary Students With Reading Difficulties Within Multitiered Systems of Support.","authors":"Philip Capin, Colby Hall, Elizabeth A Stevens, Paul K Steinle, Christy S Murray","doi":"10.1177/00400599221079643","DOIUrl":"10.1177/00400599221079643","url":null,"abstract":"<p><p>Christian Scott recently returned home from college and was set to begin his first year as a middle school special education teacher. During his first meeting with his new principal, he learned about his teaching schedule. His principal, Mrs. Walker, explained their district was making a push for using multitiered systems of support (MTSS) as a framework for instruction. Her school would identify students with reading difficulties based on their performance on prior state reading tests and use this information to develop student schedules that allow students to receive additional reading interventions (i.e., Tier 2, Tier 3). Christian would teach reading to students with disabilities on his caseload across instructional tiers (Tiers 1-3). He would be tasked with providing co-teaching support for students with disabilities as they participate in general education classes (i.e., Tier 1). He would also provide additional Tier 2 supports to students with and without disabilities that did not pass the state achievement test in reading. Finally, he would provide intensive interventions to students with disabilities who required small group instruction (Tier 3). Having just received his special education teaching credential, Christian was familiar with the co-teaching service delivery model and the elements of effective instruction for middle school students with reading difficulties. However, he wondered, \"What will this actually look like? How will I support the general education teacher providing Tier 1 supports? It sounds like I will also provide Tier 2-type instruction to students via a reading intervention class. What should this look like? How will this differ from the small group, Tier 3 instruction I need to provide?\" Christian's mind raced with questions he was too nervous to ask in his first meeting with his new supervisor. The special education lead teacher noticed Christian seemed unsure how to respond. She jumped in, \"Don't worry, Christian. School doesn't start for a few weeks. I'll help you with the details so you can hit the ground running.\" Christian felt excited about the challenge but also overwhelmed. Planning lessons for students with varying needs across instructional tiers was a tall order, and he felt unsure about how to get started.</p>","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11323112/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41521527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","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":null,"pages":null},"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":null,"pages":null},"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 : 2024-04-24DOI: 10.1177/00400599241242100
Alison M. Hardy, Nathan H. Clemens
Solving mathematics word problems requires skills from multiple domains, including efficient word-decoding skills, text comprehension, problem solving, and arithmetic. Word problems can be especially difficult for students with dyslexia (i.e., word-level reading disability), causing frustration for students and teachers. This article discusses the complex process of solving word problems and outlines four strategies for supporting the co-development of skills in word-problem solving and reading for students with dyslexia: (a) adapt word problems for readability and support word reading; (b) teach students to recognize word-problem types; (c) explicitly teach word-problem specific vocabulary; and (d) integrate writing through student-generated word problems.
{"title":"Four Strategies for Supporting Students With Dyslexia in Solving Mathematics Word Problems","authors":"Alison M. Hardy, Nathan H. Clemens","doi":"10.1177/00400599241242100","DOIUrl":"https://doi.org/10.1177/00400599241242100","url":null,"abstract":"Solving mathematics word problems requires skills from multiple domains, including efficient word-decoding skills, text comprehension, problem solving, and arithmetic. Word problems can be especially difficult for students with dyslexia (i.e., word-level reading disability), causing frustration for students and teachers. This article discusses the complex process of solving word problems and outlines four strategies for supporting the co-development of skills in word-problem solving and reading for students with dyslexia: (a) adapt word problems for readability and support word reading; (b) teach students to recognize word-problem types; (c) explicitly teach word-problem specific vocabulary; and (d) integrate writing through student-generated word problems.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140659261","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 : 2024-04-22DOI: 10.1177/00400599241242104
Beth A. Jones, Belinda Rudinger
This article highlights the importance of partnerships between families and teachers of students with visual impairments and/or deafblindness by situating this collaborative effort squarely in the legal mandates to collaborate and the research support for effective practices. Six strategies, aligned with the high leverage practices for collaboration, are shared to provide concrete ways for facilitating this partnership. A continuing vignette of a fictional family, the Hamptons, illustrates relevant points in the educational journey for which the implementation of the provided strategies would be pertinent. The vignettes are also designed to demonstrate the possible benefits of employing these strategies on the family-school partnership and ultimately student success.
{"title":"Powerful Partnerships: Improving Family-School Relationships for Students With Visual Impairments or Deafblindness","authors":"Beth A. Jones, Belinda Rudinger","doi":"10.1177/00400599241242104","DOIUrl":"https://doi.org/10.1177/00400599241242104","url":null,"abstract":"This article highlights the importance of partnerships between families and teachers of students with visual impairments and/or deafblindness by situating this collaborative effort squarely in the legal mandates to collaborate and the research support for effective practices. Six strategies, aligned with the high leverage practices for collaboration, are shared to provide concrete ways for facilitating this partnership. A continuing vignette of a fictional family, the Hamptons, illustrates relevant points in the educational journey for which the implementation of the provided strategies would be pertinent. The vignettes are also designed to demonstrate the possible benefits of employing these strategies on the family-school partnership and ultimately student success.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675024","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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