Some of the most critical soft skills (i.e., nontechnical, interpersonal skills that impact personal performance in an environment such as school or the workplace) that students must acquire as they mature are the skills to act or cause things to happen in their lives. Providing instruction to increase these skills--all part of…

This paper begins with examining the origins of Individual Educational Plans, before taking a critical approach to the concept, to highlight the shortcomings and flaws that can now be found with the concept. The call is made to move toward Personalised Planning models, which will have a greater impact on pupil outcomes, before reporting on how the…

Although the instructional strategy described in this article can be used to support all learners, the purpose of this article is to address the needs of students with learning disabilities, who are often several grade levels behind in reading comprehension. Specifically, this article explores how an explicitly taught instructional practice that…

By participating within the educational setting in making decisions about their lives that reach beyond choice-making, students with disabilities who acquire the skills of self-determination may express interests and goals through their own authentic voice. The purpose of this qualitative case study was to describe the experiences and…

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals,…

Co-teaching involves a highly collaborative, mutually accountable relationship between a regular education and special education teacher in an inclusive environment. Effective co-teaching involves both teachers working together in the regular classroom setting in an effort to make learning accessible for all students regardless of ability or…

This article describes three different ways of using paraeducators during adapted physical education. (1.) Having paraeducators read a portion of the lesson plan that describes the desired support towards lesson objectives. Paraeducators then assist all students when needed. (2.) Assigning specific modifications for paraeducators through the IEP…

As health education moves toward a conceptual approach to teaching health concepts, concerned educators are carefully evaluating appropriate educational models which could be used. The Instructional Programming Model (IPM), which is at the heart of Individually Guided Education (IGE), specifically takes into account each pupil's beginning level of…

A technique for analyzing patterns within a social system and how the classroom teacher can work toward a better understanding of student interaction is presented. A functional analysis of individually prescribed instruction is provided to illustrate eufunctional and dysfunctional elements within one particular teaching strategy. (Author)

This paper looks beyond the language of shared decision-making and team teaching to provide insight into how the norms of Individually Guided Education are translated into specific adoption outcomes. Its purposes are (1) to explicate the historical context and assumptions about the nature of schooling and the role of the teacher that are implicit…

Presents a model based on research to identify sound bases for structuring curriculum and explores teaching-learning strategies and program organization in keeping with the purposes and philosophy of the middle school and home economics. Focus is on the sixth grade level and on child-centered teaching with an exploratory emphasis. (JT)

The paper investigates a strategy for integrating the IEP (individualized educational plan) and J. Guilford's Structure-of-Intellect (SOI) in order to promote an accountability based approach to differentiated programing for the gifted classroom student. (Author/PHR)

A teacher education program intended to make participants aware of teaching as a holistic process integrating specific teaching skills and general planning abilities is described and evaluated. (GW)

Described is the diagnostic teaching model developed by the Illinois Regional Resource Center to provide assessment and programing for children with unexplained handicaps. The model is explained to involve a multidisciplinary approach and to include six basic components: referals, information gathering, diagnosis, prescription, consultation, and…