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Full-Text Articles in Education

Special Education At The Core: Where Do The Common Core State Standards Leave Our Students With Disabilities?, Lisa Beymer Nov 2014

Special Education At The Core: Where Do The Common Core State Standards Leave Our Students With Disabilities?, Lisa Beymer

Lisa Beymer

The oversimplification with which the new Common Core State Standards approach the instruction of students with disabilities leaves much to be desired on the part of the classroom teacher, who is left to determine how the standards will be made accessible for all students. The new standards require increased skill and application across the subject areas. Those students with specific learning needs may require additional support, altered classroom instruction and an increase in staff-to-specialist collaboration. At the same time, the new standards also provide an opportunity for students with disabilities to access higher-level thinking skills that may prove advantageous for ...


Social Studies In Special Education Classrooms: A Glimpse Behind The Closed Door, Timothy Lintner, Windy Schweder Sep 2014

Social Studies In Special Education Classrooms: A Glimpse Behind The Closed Door, Timothy Lintner, Windy Schweder

Timothy Lintner

No abstract provided.


Strategy Instruction For Students With Learning Disabilities, Second Edition, Robert Reid, Terri Lienemann, Jessica Hagaman Mar 2014

Strategy Instruction For Students With Learning Disabilities, Second Edition, Robert Reid, Terri Lienemann, Jessica Hagaman

Robert Reid

Co-authored by Jessica Hagaman, UNO faculty member.

Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes. More than 20 reproducible worksheets, checklists, and other tools are included; purchasers get access to a Web page where they can download and print ...


Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade Jan 2014

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Jack Hourcade

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.


Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade Jan 2014

Teaching Play Skills To Children With Autism Using Visually Structured Tasks, Patricia Hampshire, Jack Hourcade

Patricia Hampshire

Young students with autism typically exhibit lower levels of play behaviors than their typical peers. These play behaviors may be idiosyncratic and/or unusual (e.g., stereotyped or inappropriately repetitive), further inhibiting the possibilities for successful social interactions with classmates. Learners with autism can be systematically taught appropriate toy play behaviors that can then lead to enhanced social opportunities for these students. In this paper, we discuss how teachers can develop and implement systematic instructional strategies incorporating visual structuring to elicit more successful play behaviors in these students.


'Absolutely Worth The Effort!' The Final Report Of The Adult Numeracy And Mathematics On Line (Anamol) Project., B Marr, B Johnston, Dave Tout Dec 1997

'Absolutely Worth The Effort!' The Final Report Of The Adult Numeracy And Mathematics On Line (Anamol) Project., B Marr, B Johnston, Dave Tout

David (Dave) Tout

By utilising on-line communication technology, The ANAMOL project aimed to address the problems of numeracy teachers who often work in isolated situations. Teachers from four states communicated both on a weekly basis using 'chat' technology, and irregularly via web- based discussion forum. Through these discussions, teaching materials were written, trialled, refined and published on a newly- developed website. This report documents the action research methodology used, the project outcomes and implications and recommendations for further on-line professional development.