With the growth in blended and fully online K-12 instruction, all students, including those with disabilities, are finding online learning a viable option to address learner variability. Personalized learning or the individualized education program appears to align well with the many features of blended and fully online instruction. The purpose of…

"The Changing Face of Special Educational Needs" shows teachers, SENCOs and students in teacher training how to respond to the rapidly changing context of special education. This highly practical and accessible text unlocks the often confusing field of special education provision in schools today by: (1) Summarising and clarifying new policy…

The latest volume in the Division on Autism and Developmental Disabilities series will help general and special educators collaboratively design and implement embedded instruction (EI) for students with developmental disabilities in general education classrooms. The guide provides practical and field-tested EI strategies, along with case studies…

In recent years, the response to intervention (RTI) model has not only gained popularity as an alternate approach to identifying students with learning disabilities but also offered general education teachers a framework for problem solving at the classroom level. The model emphasizes ongoing progress monitoring of student performance to make…

Effective teachers of students with disabilities respond successfully to students' individual needs by ensuring that students understand the purpose of their activities, by presenting students with variety and choice, by encouraging them to reflect upon and review their learning, by making flexible use of time and resources, and by implementing…

Briefly described are suggestions to help special educators keep their level of stress manageable. Suggestions are extracted from "Stress and Burnout--A Primer for Special Education and Special Services Personnel" by Stan Shaw et al. To better organize their time and activities, educators are advised to set realistic and flexible…

Time management suggestions for special educators include developing systems to reduce paperwork, developing strategies to reduce interruptions, making optimum use of meetings, developing supplementary tasks and materials to increase efficiency, and establishing priority systems for grading assignments. (DB)

Strategies for coping with the many unavoidable sources of stress experienced by teachers in deaf education include: identifying and addressing specific sources of stress, learning to use time efficiently, seeking support from peers, maintaining a positive outlook, and developing a tension-reduction plan. Ten books are listed as suggested…

The booklet is intended to help recruit teachers and familiarize prospective teachers and related services personnel with opportunities for serving exceptional children in North Dakota. Teaching careers and professional preparation for students with five types of disabilities (specific learning disabilities; emotional disturbances; mental…

The guide is intended to help clarify P.L. 94-142, The Education for All Handicapped Children Act, and its implementing regulations for special educators. Information is organized in three major sections: (1) background and purpose of the law and regulations (including reviews of such major provisions as free appropriate public education, least…

This article offers guidelines to first-year special education teachers concerning confidentiality issues, especially in relation to substitute teachers and paraprofessionals. Guidelines address what to do if the teacher is absent and what to do if teaching assistants are absent. Also provided are several Web resources on confidentiality. (DB)

The collection of student data, both academic and behavioral, can enhance self-assessment and self-efficacy of special education teachers. The theory of self-efficacy is explained and techniques for collecting student performance data are suggested. (DB)

If techniques can be used that help disabled students while also having application for other students, the result can be overall program improvement. This approach to finding solutions for some of the more prevalent technology teacher concerns is explored in this article. (CT)

The excerpts from a speech to special educators suggest coping strategies for teachers: (1) adopt a consultative attitude; (2) develop the intellectual side of your professional identity; and (3) know your limits as a professional. (DB)

Rehabilitation teachers who work with students having visual impairments are urged to act more affirmatively on behalf of their profession: (1) by organizing archives; (2) by developing a written history; (3) by promoting rehabilitation teaching; and (4) by promoting professionalism and quality. (DB)