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Beyer, Logan Nicole – American Youth Policy Forum, 2017
Social and emotional learning (SEL) plays a critical role in preparing young people for success in college, careers, and life. In general education settings, high quality SEL programs have been shown to reduce behavioral problems, improve students' sense of belonging, increase school attendance, and promote academic achievement. Recent…
Descriptors: Social Development, Emotional Development, Disproportionate Representation, Disabilities
Maiorca-Nunez, Jessica – ProQuest LLC, 2017
Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice.…
Descriptors: Teacher Attitudes, Beliefs, Disabilities, Inclusion
Griffiths, Amy Jane; Brady, John – School Leadership Review, 2020
One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the…
Descriptors: Regional Cooperation, Agency Cooperation, Young Adults, Disabilities
Schroeder, Elizabeth – ProQuest LLC, 2018
The purpose of this study was to perform a secondary data analysis to investigate the relationship between preschool setting and the developmental growth of all children receiving state-funded preschool special-education services in California in inclusive settings compared with all children receiving state-funded preschool special-education…
Descriptors: Child Development, Preschool Children, Disabilities, Inclusion
Warren, Susan R.; Martinez, Richard S.; Sortino, Lori A. – Journal of Research in Childhood Education, 2016
A growing body of research and legislative policies support the importance of high-quality early intervention systems for preschool children with disabilities. Inclusion programs are viable means for providing this support, yet limited progress has been made in the past decade to increase the placements of children in inclusive settings or define…
Descriptors: Disabilities, Inclusion, Preschool Education, Educational Quality
O'Connor, Rollanda E.; Beach, Kristen D.; Sanchez, Victoria M.; Kim, Joyce J.; Knight Teague, Kerri; Orozco, Guadalupe; Jones, Brian T. – Grantee Submission, 2019
Adolescents with disabilities have great difficulty with academic content in middle school, and their teachers have difficulty teaching them to understand and use academic language. We taught teachers of 6th grade students with Learning Disabilities, over half of whom were also English Language Learners (ELL), to implement about 15 minutes of…
Descriptors: Vocabulary Development, English Language Learners, Grade 6, English for Academic Purposes
Rodl, Janelle E.; Bonifay, Wes; Cruz, Rebecca A.; Manchanda, Sarah – Journal of School Administration Research and Development, 2018
School administrators are often responsible for observing and evaluating special education teachers. The current study examined the training school administrators received, their needed knowledge and supports, and their confidence in performing job functions related to special education teacher evaluation. A total of 929 school administrators in…
Descriptors: Administrators, Special Education Teachers, Teacher Evaluation, Administrator Surveys
Goe, Laura; Matlach, Lauren – Center on Great Teachers and Leaders, 2014
With nearly a million paraprofessionals working in elementary and secondary schools (Bureau of Labor Statistics, 2013), ensuring they are well prepared and supported is essential to their and their students' success. Paraprofessionals work closely with classroom teachers to support students from special populations and are typically supervised by…
Descriptors: Paraprofessional School Personnel, Elementary Secondary Education, Educational Research, Role
Brian, Ali S.; Haegele, Justin A.; Bostick, Laura; Lieberman, Lauren J.; Nesbitt, Danielle – Journal of Visual Impairment & Blindness, 2018
Because children with visual impairments tend to be inactive, they are 1.5 times more likely to be considered overweight or obese than are their sighted peers. Although some barriers to physical activity have been identified (for example, lack of opportunity and transportation issues); little has been done to empirically identify predictors of…
Descriptors: Pilot Projects, Visual Impairments, Psychomotor Skills, Vision
Bell, Charles – New America, 2022
In April 2021, New America's Open Technology Institute (OTI) and the Philanthropication thru Privatization Project (PtP) released a joint proposal that the federal government should invest a substantial portion of the windfall proceeds from future auctions of public airwaves (spectrum) to seed a new Digital Equity Foundation dedicated to…
Descriptors: Best Practices, Governance, Accountability, Public Agencies
Cunningham, Matthew P.; Huchting, Karen K.; Fogarty, Diane; Graf, Victoria – Journal of Catholic Education, 2017
After a significant policy change led to the admittance of students with moderate disabilities, St. Agnes School (SAS; pseudonym)--a Catholic PK-8 school in Southern California--implemented an 18-month professional development (PD) program to improve teachers' inclusive classroom practices. Grounded in the theoretical framework of Universal Design…
Descriptors: Faculty Development, Disabilities, Access to Education, Observation
Conley, David T. – Society for Research in Child Development, 2014
This policy report provides an overview of the Common Core State Standards, how they were developed, the sources that were referenced in their development, the need for educational standards generally, what they entail, and what it will mean for educators to implement them. The report draws from research and reference material to outline the…
Descriptors: Common Core State Standards, Educational Policy, Program Descriptions, Program Development
Edgerton, Adam K.; Desimone, Laura M. – Center on Standards, Alignment, Instruction, and Learning, 2018
The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-readiness (CCR) standards are implemented, whether they improve student learning, and what instructional tools measure and support their implementation. Established in July 2015 and funded by the Institute of Education Sciences (IES) of the U.S.…
Descriptors: College Readiness, Career Readiness, Academic Standards, Educational Change
Van Boxtel, Joanne M. – Teacher Education Quarterly, 2017
The Common Core State Standards (CCSS) have been described as the next chapter in American education with the promise to deliver "fewer, clearer, and higher" standards aimed at preparing "all" students for college "and" career (Rothman, 2013). Though CCSS articulates minimum expectations for what college and…
Descriptors: Common Core State Standards, Expertise, Special Education Teachers, Administrator Attitudes
Chamberlain, Steven P. – Intervention in School and Clinic, 2011
Barbara Keogh is a true Californian. She was born in Glendale, received her education and professional training in California colleges and universities, and has been a professor at the University of California, Los Angeles (UCLA) for more than 40 years, where she is now Emerita. She is a licensed clinical psychologist and has worked as a…
Descriptors: Learning Problems, Psychologists, Disabilities, Professional Training