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Hoover, John J. – Intervention in School and Clinic, 2011
School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making…
Descriptors: Classroom Techniques, Response to Intervention, Accessibility (for Disabled), At Risk Students

Heinrichs, Rebekah R. – Intervention in School and Clinic, 2003
This article identifies and discusses key components of a research-based whole school approach to bullying prevention. Discussion focuses on ways to increase awareness and understanding, characteristics of targets (often students with special needs) and bullies, facts on bullying, and six bullying prevention practices, for example, train targets…
Descriptors: Bullying, Disabilities, Educational Environment, Elementary Secondary Education

Thistlethwaite, Linda L. – Intervention in School and Clinic, 1991
A six-phase theoretical model for the teaching of summarization is presented, and the concept of direct instruction is applied to teaching students to summarize lengthy selections. A sample fourth grade lesson is included, though the plan itself is also recommended for use with older students needing assistance. (JDD)
Descriptors: Abstracting, Intermediate Grades, Models, Reading Comprehension

Rich, Rebecca; Gentile, Myra – Intervention in School and Clinic, 1995
This article discusses using peer content-area tutoring and strategy instruction to help college students with learning disabilities become self-regulated learners. The instructional model addresses transferring strategies across settings, linking cognitive strategies to the content curriculum, guiding the student to independent strategy use, and…
Descriptors: Cognitive Objectives, College Students, Higher Education, Integrated Activities

Jitendra, Asha; Kameenui, Edward J. – Intervention in School and Clinic, 1994
This article provides a framework for selecting and analyzing an effective language curriculum, based on 11 design-of-instruction criteria such as specification of the objective, number of practice activities, and review in subsequent lessons. The 11 criteria are discussed within the context of analyzing a sample lesson selected from a basal…
Descriptors: Concept Formation, Curriculum Evaluation, Early Childhood Education, Evaluation Criteria

Henry, Nick A.; Flynt, E. Sutton – Intervention in School and Clinic, 1990
A model is presented for assuring the appropriate identification and referral of students with learning disabilities to special education. The model formalizes a regular education component in six steps for implementation in regular education contexts, followed by seven procedural safeguards once a student has been referred for comprehensive…
Descriptors: Elementary Secondary Education, Handicap Identification, Learning Disabilities, Models

Wiig, Elisabeth H.; And Others – Intervention in School and Clinic, 1992
Semantic categorization and concept formation models were used as the bases for intervention with adolescents with language-learning disabilities. The approach embraced such teaching procedures as collaboration, holism, student centeredness, guided questioning and scaffolding, and semantic word webbing. The use of cognitive-linguistic training…
Descriptors: Concept Formation, Holistic Approach, Intervention, Language Handicaps

Aune, Elizabeth P.; Johnson, Janis M. – Intervention in School and Clinic, 1992
As more students with learning disabilities are enrolling in college, a formalized collaborative transition model at the high school level is needed. This paper discusses roles of various transition team members, including the student, parents, transition case managers, guidance counselors, school psychologists, rehabilitation counselors, and…
Descriptors: College Bound Students, College School Cooperation, Educational Cooperation, High Schools

Skinner, Michael E. – Intervention in School and Clinic, 1998
Provides an operational definition of self-advocacy as it pertains to adolescent and adult learners with learning disabilities in postsecondary settings, describes model high school and college programs that teach self-advocacy skills, and discusses important follow-up and support activities essential to the effective use of these skills.…
Descriptors: College Students, High Schools, Higher Education, Learning Disabilities

Cawley, John F.; Foley, Teresa E.; Miller, James – Intervention in School and Clinic, 2003
This article proposes incorporating principles of universal design into elementary school science programming. Advantages include increasing access to the general education curriculum, enhancing student progress in science, and framing the general education curriculum to make it more appropriate for students with disabilities. Of five models of…
Descriptors: Accessibility (for Disabled), Educational Principles, Elementary Education, Inclusive Schools

Reisberg, Leon – Intervention in School and Clinic, 1990
The article presents an approach to curriculum modification based on analysis of both the needs of the individual special needs learner and the structure of the curriculum. Using the effective teaching literature as a model, the article considers curriculum scope and sequence, organization, presentation, guided practice, independent practice, and…
Descriptors: Curriculum Development, Elementary Secondary Education, Individualized Instruction, Instructional Design

Reisberg, Leon – Intervention in School and Clinic, 1998
Discusses using integrated curriculum as a means of providing for the unique instructional needs of students with disabilities in inclusive classrooms. Models of integrated inclusion, advantages of integrated curriculum, and procedures for integrating independent living skills, social skills, and learning strategies into the curriculum are…
Descriptors: Daily Living Skills, Disabilities, Elementary Secondary Education, Inclusive Schools

Downing, Joyce Anderson – Intervention in School and Clinic, 1990
This article presents answers to common questions about use of contingency contracts for behavior management with students needing individualized programs in academic or social-emotional areas. A methodological format for developing contracts, a planning worksheet, and a sample contract are included. (DB)
Descriptors: Behavior Disorders, Behavior Modification, Contingency Management, Elementary Secondary Education

Stein, Marcy; Carnine, Douglas; Dixon, Robert – Intervention in School and Clinic, 1998
Outlines the instructional design principles underlying the Direct Instruction Model and applies these principles to a variety of content areas. Urges the integration of curriculum design principles with effective teaching practices. Also offers criteria for evaluating and selecting curriculum materials based on direct instruction principles.…
Descriptors: Curriculum Design, Educational Principles, Elementary Secondary Education, Instructional Design

Bear, Donald R.; Cheney, Christine O. – Intervention in School and Clinic, 1991
A developmental model combining both skills and whole language instruction in four phases is offered for literacy development in children with mild handicaps. The four phases, common to literacy development in all children, move from pretend reading, writing, and spelling, to the transitional stage of fluency at approximately a third grade level.…
Descriptors: Beginning Reading, Developmental Stages, Elementary Education, Integrated Activities
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