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Rhim, Lauren Morando; Lancet, Stephanie – Center on Reinventing Public Education, 2018
Charter schools--public schools that receive greater autonomy from district and state regulations in return for greater accountability--present opportunities to provide exemplary and innovative supports and services to students with disabilities. Charter schools' freedom to innovate enables them to create and offer new models and practices, much…
Descriptors: Disabilities, Public Schools, Charter Schools, Educational Innovation
Ellingsen, Ryleigh; Clinton, Elias – Educational Research Quarterly, 2017
This manuscript reviews the empirical literature of the TouchMath© instructional program. The TouchMath© program is a commercial mathematics series that uses a dot notation system to provide multisensory instruction of computation skills. Using the program, students are taught to solve computational tasks in a multisensory manner that does not…
Descriptors: Disabilities, At Risk Students, Teaching Methods, Mathematics Instruction
Rhim, Lauren Morando; Lancet, Stephanie – Center on Reinventing Public Education, 2018
Charter schools--public schools that receive greater autonomy from district and state regulations in return for greater accountability--present opportunities to provide exemplary and innovative supports and services to students with disabilities. Charter schools' freedom to innovate enables them to create and offer new models and practices, which…
Descriptors: Disabilities, Public Schools, Charter Schools, Educational Innovation
Currie-Rubin, Rachel; Smith, Sean J. – TEACHING Exceptional Children, 2014
Families choose to enroll their children in fully online schools for many reasons. Online schools offer the possibility of flexible schedules and the potential to learn at a pace and in a manner that is not available to students in their brick-and-mortar schools (Cavanaugh & Clark, 2007). Because online education can allow for individualized…
Descriptors: Family Role, Family Involvement, Online Courses, Electronic Learning
de Azúa, Ramón L. – National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), 2018
In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of neglected or delinquent (N or D) State coordinators, correctional educators, and providers of…
Descriptors: Professional Development, Educational Needs, Child Neglect, Delinquency
Arendale, David R., Ed. – Online Submission, 2018
Purpose: The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. Method: The sample for the…
Descriptors: Best Practices, Evidence Based Practice, Achievement Gap, Academic Achievement
Arendale, David R., Ed. – Online Submission, 2016
This 2016 directory identifies, describes, and contains evaluative data evidence-based practices that improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. The directory was a production of the…
Descriptors: Best Practices, Evidence Based Practice, Achievement Gap, Academic Achievement
Wanger, Arlene – PAM Repeater, 1993
This bulletin describes toys and games found to be appropriate for use with children with disabilities. The toys, made by Discovery Toys, include products that promote exploration, play with both hands, sorting and matching, self-awareness, coordination, cause-effect relationships, imagination, construction, language use, and interaction with…
Descriptors: Childrens Games, Disabilities, Elementary Secondary Education, Preschool Education

Evans, Elizabeth; Richardson, Rita C. – Journal of Humanistic Education and Development, 1989
Introduces a model that incorporates the skills needed for developing friendships, with the purpose being to help students with disabilities and their nondisabled peers develop the skills necessary for forming lasting friendships. Concludes that positive mainstreaming will be achieved only when nondisabled students accept peers with disabilities.…
Descriptors: Disabilities, Elementary Secondary Education, Friendship, Mainstreaming

Morreau, Lanny; Anderson, Frances E. – Art Education, 1986
How task analysis--the reduction of skills needed to master a complex objective to sequential behavioral steps--can help art teachers meet the needs of handicapped learners is discussed. Rather than emphasizing activities for disabled learners, emphasis should be placed on the skills learners must master to complete the activity. (RM)
Descriptors: Art Education, Disabilities, Elementary Secondary Education, Skill Analysis

Williamson, Ramona D. – Intervention in School and Clinic, 1997
Targeted to special education teachers, this article discusses ways that teachers can help their students become more organized by incorporating tips on organizational skills into lessons or setting aside a few minutes each day to teach organizational skills. Organizational strategies for lockers, desks, and beanbags, notebooks, and assignments…
Descriptors: Assignments, Disabilities, Educational Strategies, Elementary Secondary Education
Turner, Keith – Academic Therapy, 1989
The article reviews the legal bases for determining eligibility for extended school year services for handicapped students and suggests procedures for determining eligibility based on projected skill loss and empirical data. (DB)
Descriptors: Compliance (Legal), Disabilities, Elementary Secondary Education, Eligibility
Goodship, Joan M. – 1990
A rationale is offered for including life skills in curricula for students with special needs. Life skills are defined as encompassing daily living, personal/social, and occupational skills. Daily living skills include: managing personal finances, selecting and managing a household, caring for personal needs, safety awareness, preparing and…
Descriptors: Daily Living Skills, Disabilities, Elementary Secondary Education, Interpersonal Competence
Frith, Greg H. – Education and Training of the Mentally Retarded, 1981
The article discusses the rationale for providing special education paraprofessionals with the necessary interpersonal competencies to effectively contribute to the education of handicapped students. Among conclusions is that a tangible reward system should be a necessary component of interpersonal skills training. (SB)
Descriptors: Disabilities, Elementary Secondary Education, Inservice Education, Interpersonal Competence

Gresham, Frank M. – Exceptional Children, 1982
An alternative approach to mainstreaming is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular classroom education teachers are suggested. (Author)
Descriptors: Disabilities, Elementary Secondary Education, Interpersonal Competence, Mainstreaming