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Zeinab Abulhul – Journal of Practical Studies in Education, 2023
Using a logic model can be very helpful in developing social projects that can achieve desired goals for social work planners. In this article, the author emphasizes the importance of using logical programs to help social workers achieve positive changes and desired outcomes. The article illustrates how social planners can translate the logical…
Descriptors: Models, Program Development, Social Work, Inclusion
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Susan Larson Etscheidt; Nicole R. Skaar; Kerri L. Clopton; Stephanie L. Schmitz – TEACHING Exceptional Children, 2024
This manuscript offers an approach to secure needed SBMHS for students with disabilities through unique applications within the IEP development process, informed by an analysis of recent case law. We will discuss six components of this approach. First, the need for SBMHS must be established through evaluation data. Data sources to confirm the need…
Descriptors: School Health Services, Mental Health, Students with Disabilities, Individualized Education Programs
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Hampton, Lauren H.; Chow, Jason C. – Remedial and Special Education, 2022
Special educators serve a diverse population of students with unique strengths and needs, and adaptive interventions that account for individual differences before and during the intervention are an important tool to moving the field toward more individualized practices. The purpose of this article is to detail the conceptualization and…
Descriptors: Special Education, Students with Disabilities, Intervention, Individual Differences
Readiness and Emergency Management for Schools Technical Assistance Center (REMS), 2023
This document lists resources for planning teams on engaging students in prevention, protection, mitigation, response, and recovery efforts and emergency operations plan development.
Descriptors: Prevention, Safety, Crisis Management, Emergency Programs
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Leena Jo Landmark; Vickie J. Mitchell; Christina M. Gushanas; Townsley Tayebianpour – TEACHING Exceptional Children, 2024
Adult student transition programs (also known as 18+ programs, 18-21 programs, adult transition programs, and community transition programs) are educational programs that provide instruction in age-appropriate community environments to adult students who have met the state credit and assessment guidelines for graduation but who still require…
Descriptors: Adult Students, Transitional Programs, Educational Legislation, Equal Education
Readiness and Emergency Management for Schools Technical Assistance Center (REMS), 2023
The Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center has created a list of resources on the role of special educators in school safety efforts. The list includes the following categories: (1) Access and/or Functional Needs (AFN) and Emergencies; (2) Emergency Operations Plan (EOP) Development; (3) Hazard- and…
Descriptors: Readiness, Emergency Programs, School Safety, Special Education Teachers
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Schutz, Michele A.; Carter, Erik W.; Gajjar, Shimul A.; Maves, Erin A. – TEACHING Exceptional Children, 2021
Strong collaborations are critical to successful youth transitions. Preparing students with disabilities for life after high school requires extensive partnerships within and beyond the school. However, transition educators often struggle to meaningfully engage the people and programs that exist within their local community. A community…
Descriptors: Students with Disabilities, High School Students, School Community Relationship, Educational Cooperation
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Eilers, Nicole – European Early Childhood Education Research Journal, 2023
This article describes the results of a disabled children's childhood studies analysis of Section 1414 of the Individuals with Disabilities Education Act (2004), which outlines definitions and procedures related to evaluations, eligibility determinations, individualized education programs (IEP), and educational placements for disabled children in…
Descriptors: Early Childhood Education, Individualized Education Programs, Program Development, Disabilities
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Pettrey, Katherine V.; Lastrapes, Renee E.; Mooney, Paul – Beyond Behavior, 2022
The present article provides educators of students with emotional and behavioral disorders with information on how to develop students' math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention…
Descriptors: Emotional Disturbances, Behavior Disorders, Mathematics Instruction, Intervention
Joseph John Morgan; Alain Bengochea; Johnny Reed – Intervention in School and Clinic, 2022
Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school…
Descriptors: Urban Schools, Students with Disabilities, Emotional Disturbances, Behavior Disorders
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Ranieri, Nina; de Carvalho Bauzys Monteiro, Mirella – Intervention in School and Clinic, 2021
This article describes the Brazilian juvenile justice system and the educational rights of incarcerated adolescents with learning disabilities, to discuss how and why they are "invisible" and deprived of adequate treatment for their specific needs. The main reasons reside (a) in the complex national legal structure of the juvenile…
Descriptors: Juvenile Justice, Correlation, Foreign Countries, Institutionalized Persons
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Matute-Chavarria, Monique – Intervention in School and Clinic, 2022
African American children and youth are disproportionately represented in special education, school suspensions, expulsion, and the school-to-prison pipeline. Research indicates that increasing the engagement of African American parents in their child's education is an indicator of academic success for African American students. This article…
Descriptors: African American Students, Disproportionate Representation, Students with Disabilities, Parent School Relationship
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Friesen, Amber; Mihai, Alina; Butera, Gretchen; Horn, Eva; Palmer, Susan; Lieber, Joan – Young Exceptional Children, 2020
The purpose of this article is to describe an approach that early educators can use to develop meaningful partnerships with families. Specifically, the authors describe their efforts to support teachers in developing home-school connections through a series of Family Projects that strengthened family-child relationships and created opportunities…
Descriptors: Family Involvement, Family School Relationship, Inclusion, Students with Disabilities
Macon, Megan – Institute for Community Inclusion, 2022
Next Steps at Vanderbilt, an inclusive postsecondary education program at Vanderbilt University, aims to equip students with skills and experiences to gain competitive employment. Next Steps has two primary goals: (1) Increase opportunities for students to gain targeted skills in career fields of interest; and (2) Create new career development…
Descriptors: Apprenticeships, Inclusion, Postsecondary Education, College Students
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McMahon, Don; Hirschfelder, Katie; Poppen, Marcus; Whittenburg, Holly; Bruno, Lauren – Rural Special Education Quarterly, 2021
Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four…
Descriptors: Residential Programs, Postsecondary Education, Students with Disabilities, Intellectual Disability
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