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Miller, Bridget; Satsangi, Rajiv – Science and Children, 2018
Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be…
Descriptors: Science Instruction, Grade 2, Rural Schools, Elementary School Teachers
Abou Afach, Sara; Kiwan, Elias; Semaan, Charbel – Online Submission, 2018
The purpose for this study is to be able to deliver messages and life tips for special needs students in an easy way. For that, we used a web 2.0 visual tool "EdPuzzle" to show a video about bullying, having in it some questions to know if the message is delivered and understood by these students. The outcome of the study was positive…
Descriptors: Bullying, Disabilities, Web 2.0 Technologies, Video Technology
Cuenca-Carlino, Yojanna; Gozur, Marielena; Jozwik, Sara; Krissinger, Emma – Reading & Writing Quarterly, 2018
Nine 2nd- and 3rd-grade English learners with and without disabilities received instruction on opinion essays using the self-regulated strategy development (SRSD) model of instruction. A special education teacher/researcher implemented the intervention with high fidelity 5 days a week for 25 min per session. We used a single-subject multiple-probe…
Descriptors: English Language Learners, Metacognition, Essays, Writing Strategies
Lambert, Rachel; Imm, Kara; Williams, Dina A. – Teaching Children Mathematics, 2017
In this article, the authors illustrate how the practice of number strings--used regularly in a classroom community--can simultaneously support computational fluency and building conceptual understanding. Specifically, the authors will demonstrate how a lesson about multi-digit addition (CCSSM 2NBT.B.5) can simultaneously serve as an invitation to…
Descriptors: Mathematics Instruction, Teaching Methods, Computation, Addition
Response Cards as a Strategy for Increasing Opportunities to Respond: An Examination of the Evidence
Schnorr, Crystalyn I.; Freeman-Green, Shaqwana; Test, David W. – Remedial and Special Education, 2016
This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…
Descriptors: Teaching Methods, Responses, Elementary School Students, Kindergarten
Chai, Zhen; Vail, Cynthia O.; Ayres, Kevin M. – Journal of Special Education, 2015
This investigation evaluated the effects of using an iPad application to teach young children with developmental delays to receptively identify initial phonemes through 0- to 5-s constant time delay procedures in the context of a multiple-probe design across three sets of behaviors and replicated across three students. The dependent variable was…
Descriptors: Young Children, Disabilities, Courseware, Investigations
Horowitz, Rob – New York City Department of Education, 2016
The purpose of this study was to examine the impact of the Everyday Arts for Special Education (EASE) program on elementary special education students' academic achievement (reading and math) and social-emotional learning. EASE was a 5-year program providing professional development and instruction in the arts in 10 New York City special education…
Descriptors: Special Education, Program Effectiveness, Elementary School Students, Reading Achievement
Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy – Journal of Special Education, 2013
English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…
Descriptors: English Language Learners, Mathematics Instruction, Comprehension, Teaching Methods
Hatch, Sherry Lynn – ProQuest LLC, 2013
Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an inclusion classroom and a…
Descriptors: Inclusion, Disabilities, Equal Education, Mixed Methods Research
Algozzine, Bob; Wang, Chuang; White, Richard; Cooke, Nancy; Marr, Mary Beth; Algozzine, Kate; Helf, Shawnna S.; Duran, Grace Zamora – Exceptional Children, 2012
This article addresses the effects of 3-tiered comprehensive reading and behavior interventions on K-3 student outcomes in 7 urban elementary schools with a high prevalence of students considered difficult to teach. Specific features of each level of the implementation are described including screening and tier placement procedures, scheduling and…
Descriptors: Disabilities, Emergent Literacy, Discipline, Program Effectiveness
Gurgur, Hasan; Uzuner, Yildiz – International Journal of Inclusive Education, 2011
In Turkey, the number of students in mainstream education is increasing, and a support service does not exist even though mainstreaming has been implemented for many years. Therefore, within this system, many students with special needs are failing. Thus, there is a need for evidence-based research projects concerning the ways of supporting these…
Descriptors: Action Research, Teaching Models, Regular and Special Education Relationship, Foreign Countries
Butler, Lorrie – Principal, 2009
The summer before the 2003-2004 year, the author was contacted by a district director of exceptional student education (ESE) about participating in a new program. She described it as a problem-solving method that would help them identify and provide interventions for K-2 students who were not making adequate progress in reading. The district would…
Descriptors: Intervention, Reading Consultants, Disabilities, Problem Solving
Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael – Journal of Learning Disabilities, 2011
In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…
Descriptors: Reading Difficulties, Intervention, Disabilities, Decoding (Reading)
Isaksson, Joakim; Lindqvist, Rafael; Bergstrom, Erik – International Journal of Inclusive Education, 2010
One important goal of Swedish educational policies is to integrate all pupils within regular education, irrespective of disability or difficulties in school, and to adjust education to individual needs. The aim of this paper was to explore how schools "socially construct", i.e. identify and support, pupils with special educational needs.…
Descriptors: Grounded Theory, Foreign Countries, School Personnel, Special Needs Students
Childre, Amy; Sands, Jennifer R.; Pope, Saundra Tanner – TEACHING Exceptional Children, 2009
Curriculum design is at the center of developing student ability to construct understanding. Without appropriately designed curriculum, instruction can be ineffective at scaffolding understanding. Often students with disabilities need more explicit instruction or guidance in applying their schema to new information. Thus, instruction must not only…
Descriptors: Memorization, Inclusive Schools, Regular and Special Education Relationship, Scaffolding (Teaching Technique)
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