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Full-Text Articles in Teacher Education and Professional Development
Bars To Bridges: Culturally Responsive Education Advocacy, Micaella Flores, Christine Otto
Bars To Bridges: Culturally Responsive Education Advocacy, Micaella Flores, Christine Otto
National Youth Advocacy and Resilience Conference
We'll explore tangible ways to advocate for BIPOC students who've experienced educational disruptions. We’ll discuss the methods and model The Bars to Bridges Program uses to successfully transition justice involved youth into their academic settings and maintain engagement in education.
Effective Instructional Practices For Students With Mild Disabilities: Cognitive And Meta-Cognitive Strategies, Crystal Roberts, Andrea Scandrett, Jessika Washington
Effective Instructional Practices For Students With Mild Disabilities: Cognitive And Meta-Cognitive Strategies, Crystal Roberts, Andrea Scandrett, Jessika Washington
National Youth Advocacy and Resilience Conference
General Education Teachers, Special Education Teachers, and School Administrators will be able to gain information needed to support students suspected of or identified as experiencing learning disabilities. The presenters will discuss cognitive and meta-cognitive high leverage instructional practices that can be used to improve student engagement and academic achievement by strengthening executive functioning skills to enhance memory, attention and self-regulation.
Social Emotional Development's Effect On Academic Achievement Of Children With Special Needs, Adrienne Dunn
Social Emotional Development's Effect On Academic Achievement Of Children With Special Needs, Adrienne Dunn
EDL Sixth Year Theses
The purpose of this study was to examine how social emotional strategies could be embedded into the academic curriculum for students with special needs. In order to develop a greater understanding on how to most effectively embed the strategies, a variety of stakeholders were called upon to gather information about strategies the could be implemented. The effectiveness of the strategies would be illustrated by the students’ attitudes towards learning after the implementation of embedded strategies and skills. This study focused on gathering information from a faculty at an intermediate school and the implementation of strategies was done in a collaborative …
A Review Of Choice And Preference Assessments To Increase Academic Attainment For Autism Spectrum Disorders, Jamie Emery, Janet L. Applin, Marty Boman
A Review Of Choice And Preference Assessments To Increase Academic Attainment For Autism Spectrum Disorders, Jamie Emery, Janet L. Applin, Marty Boman
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Many schools use choice and preference assessments to decrease and/or increase behaviors of students with disabilities such as Autism Spectrum Disorders or ASD. Although there exists scant evidence from the literature exploring the relationship between utilizing choice and preference assessments as a tool to increase academic achievement, the Council for Exceptional Children’s (CEC ) “ Initial Level Special Educator Preparation Standards” require beginning special education professionals to, “select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities,” (CEC, 2012). To contribute to the knowledge base regarding using choice and preference assessment as a …
The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins
The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins
Education Dissertations and Projects
This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion methodology in high schools within an urban North Carolina school district as measured by end-of-course test scale scores. Data from three traditional high schools within the Charlotte-Mecklenburg School District were used in this study. High school special education students lagged behind several other subgroups on end-of-course …