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Reason-Based Recommendations from a Developmental Systems Approach for Students with Needs across Functional Domains
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Tara V. McCarty; Carol A. Miller – Language, Speech, and Hearing Services in Schools, 2023
Purpose: This tutorial aims to introduce school-based speech-language pathologists (SLPs) to developmental systems theory as a framework for considering interactions across functional domains, such as language, vision, and motor, for students with complex needs. Method: This tutorial summarizes the current literature on developmental systems…
Descriptors: Tutorial Programs, Allied Health Personnel, Speech Language Pathology, Speech Impairments
High-Leverage Social, Emotional and Behavioural Practices for Students with Disabilities in Inclusive Settings
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Rivera, Mabel O.; McKeithan, Glennda K. – Educational Review, 2021
The use of evidence-based practices (EBPs) is a tenant of effective instruction for students with disabilities in general and special education classrooms. In fact, it is essential that teachers use EBPs across content areas as they would benefit all students and maximise opportunities for those with special needs. Often, students with…
Descriptors: Students with Disabilities, Inclusion, Evidence Based Practice, Teaching Methods
High-Leverage Practices and Evidence-Based Practices: A Promising Pair
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McCray, Erica D.; Kamman, Margaret; Brownell, Mary T.; Robinson, Suzanne – Collaboration for Effective Educator Development, Accountability and Reform Center, 2017
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by…
Descriptors: Students with Disabilities, At Risk Students, Best Practices, Evidence Based Practice