Publication Date
In 2025 | 2 |
Since 2024 | 6 |
Since 2021 (last 5 years) | 24 |
Since 2016 (last 10 years) | 39 |
Since 2006 (last 20 years) | 39 |
Descriptor
Source
Grantee Submission | 39 |
Author
Odom, Samuel L. | 3 |
Shogren, Karrie A. | 3 |
Tomaszewski, Brianne | 3 |
Anderson, Mark H. | 2 |
Antosh, Anthony | 2 |
Burke, Kathryn M. | 2 |
Cox, Ann W. | 2 |
Hall, Laura J. | 2 |
Hicks, Tyler A. | 2 |
LaPlante, Terri | 2 |
Sam, Ann M. | 2 |
More ▼ |
Publication Type
Reports - Research | 35 |
Journal Articles | 6 |
Reports - Evaluative | 2 |
Information Analyses | 1 |
Numerical/Quantitative Data | 1 |
Reports - Descriptive | 1 |
Speeches/Meeting Papers | 1 |
Tests/Questionnaires | 1 |
Education Level
Elementary Education | 21 |
Secondary Education | 18 |
Middle Schools | 12 |
High Schools | 11 |
Junior High Schools | 10 |
Early Childhood Education | 8 |
Intermediate Grades | 8 |
Grade 8 | 7 |
Grade 4 | 6 |
Primary Education | 6 |
Grade 5 | 5 |
More ▼ |
Audience
Location
California | 3 |
New York (New York) | 2 |
Rhode Island | 2 |
Florida | 1 |
Florida (Miami) | 1 |
Kentucky | 1 |
Massachusetts | 1 |
North Carolina | 1 |
Ohio (Cincinnati) | 1 |
Texas | 1 |
Wisconsin | 1 |
More ▼ |
Laws, Policies, & Programs
Individuals with Disabilities… | 1 |
Race to the Top | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 2 |
Meets WWC Standards with or without Reservations | 3 |
Xin Wei – Grantee Submission, 2025
This investigation explores the relationship between the use of digital pencil and mathematical problem-solving accuracy among 1,530 students with learning disabilities (LD) and 25,400 general education (GE) peers from the 2017 digital National Assessment of Educational Progress mathematics assessment. The term "digital pencil" in this…
Descriptors: Educational Technology, Technology Uses in Education, Mathematics Skills, Problem Solving
Odom, Samuel L.; Sam, Ann M.; Tomaszewski, Brianne; Cox, Ann W. – Grantee Submission, 2022
The purpose of this study was to assess the quality of educational programs for school-aged children with autism in the United States. Investigators completed the Autism Program Environment Quality Rating Systems-Preschool/Elementary (APERS) in 60 elementary schools enrolling children with autism. The mean total rating scores were near the…
Descriptors: Educational Quality, Elementary School Students, Autism, Pervasive Developmental Disorders
Reddy, Linda A.; Lekwa, Adam J.; Glover, Todd A. – Grantee Submission, 2021
Paraprofessionals are increasingly hired in US schools to support the learning and behavior needs of students with or at risk for disabilities; despite receiving very limited professional development supports to enhance their skills in classrooms. The research base is lacking on effective paraprofessional professional development and intervention…
Descriptors: Paraprofessional School Personnel, Supervision, Personnel Evaluation, Professional Development
Kimberly Wolbers; Hannah Dostal; Leala Holcomb; Kelsey Spurgin – Grantee Submission, 2024
Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we…
Descriptors: Deafness, Students with Disabilities, Expressive Language, Language Skills
Dorothy L. Espelage; Chad Rose; Kyle Nickodem; Luz E. Robinson; America El Sheikh; Rachel A. Hanebutt; Anjali Forber-Pratt; Katie Graves; Alberto Valido; Katherine Ingram; Tracey K. Milarsky; Anne Drescher; Cannon Ousley; Lindsey Mirielli; Angelica M. Gomez; Graceson Clements; Christine Salama; Pam Chalfant; Phil Poekert – Grantee Submission, 2023
Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores out- come data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly…
Descriptors: Bullying, Students with Disabilities, Self Efficacy, Teacher Effectiveness
Ellen B. Meier; Seth A. McCall; Jessica Y. Pike – Grantee Submission, 2024
The purpose of this report is to discuss the sustainability and scalability of Math for All (MFA) by returning to talk with past MFA program participants. Drawing on qualitative research methods, this report derives its findings from interviews with 12 teachers, 6 facilitators, and 5 administrators within two years of their participation in MFA.…
Descriptors: Sustainability, Mathematics Education, Program Effectiveness, Elementary School Teachers
Raley, Sheida K.; Shogren, Karrie A.; Brunson, Lashanna; Gragoudas, Stelios; Thomas, Kelli R.; Pace, Jesse R. – Grantee Submission, 2022
Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an…
Descriptors: High School Students, Goal Orientation, Inclusion, Self Determination
Jessie C. Kiblen; Karrie A. Shogren; LaRon A. Scott; Delia Kan; Barbara Bossen; Kara Hume – Grantee Submission, 2024
Autistic students may need individualized supports to meet their academic, social, and self-determination needs in inclusive classrooms. However, few evidence-based interventions have been developed to provide these supports for autistic adolescents, and little is known about the perceptions of autistic youth about these interventions in use in…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Self Determination, Self Concept
Blair Payne – Grantee Submission, 2022
Credit recovery programs are a form of alternative learning in which students have an additional opportunity to gain credit, or pass, a previously failed class by retaking the course, either in full or with key standards. Although little scientific research exists regarding the effectiveness of credit recovery, in addition to the short- and…
Descriptors: Repetition, Required Courses, Credits, Outcomes of Education
Lindstrom, Lauren; DeGarmo, David; Khurana, Atika; Hirano, Kara; Leve, Leslie – Grantee Submission, 2020
Young women with disabilities face unique barriers in the transition from school to adulthood, yet very few studies have examined the effectiveness of gender specific career interventions. Using an intent to treat analysis, this study tested the efficacy of the Paths 2 the Future (P2F) career development curriculum to produce beneficial impacts as…
Descriptors: Gender Differences, Females, High School Students, Intervention
Ganz, Jay B.; Pustejovsky, James E.; Reichle, Joe; Vannest, Kimberly J.; Foster, Margaret; Haas, April N.; Pierson, Lauren M.; Wattanawongwan, Sanikan; Bernal, Armando; Chen, Man; Skov, Rachel; Smith, S. D. – Grantee Submission, 2022
For children with autism or intellectual and developmental disabilities who also have complex communication needs, communication is a necessary skill set to increase independence and quality of life. Understanding the how, where, and communication style being taught is important for identifying deficits in the field as well as which interventions…
Descriptors: Autism, Pervasive Developmental Disorders, Intellectual Disability, Developmental Disabilities
Gregory, Anne; Huang, Francis L.; Ward-Seidel, Allison Rae – Grantee Submission, 2021
There is a need for rigorous experimental research on restorative practices in schools as a means to reduce exclusionary discipline and the disproportionate sanctioning of Black students, male students, and students with disabilities. The current study addressed this need in its evaluation of Morningside Center for Teaching Social Responsibility's…
Descriptors: Educational Practices, Discipline, Disproportionate Representation, Elementary Schools
Sharon Vaughn; Jeanne Wanzek; Leticia R. Martinez; Eleanor M. Hancock; Anna-Mari Fall; S. Blair Payne; Sally K. Fluhler – Grantee Submission, 2025
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional…
Descriptors: Pilot Projects, Content Area Reading, Faculty Development, Social Studies
Bennett Attaway; John Voiklis – Grantee Submission, 2022
This study examines the effect of Including Neurodiversity in Computational Thinking (INFACT), a collection of material for teaching Computational Thinking (CT) in grades 3-8. CT has many definitions, but all borrow concepts from computer science to structure problem-solving processes more generally. The materials are designed for use in inclusion…
Descriptors: Computation, Thinking Skills, Grade 3, Grade 4
Narmene Hamsho; Abbey Eisenhower; Megan Galligan; Melissa A. Collier-Meek; Yasamin Bolourian; Sarah Levinson; Jan Blacher – Grantee Submission, 2023
Most teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches', teachers', and autistic…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Faculty Development, Coaching (Performance)