This qualitative descriptive study explored how general education K-6 teachers describe their ability to implement student Individualized Educational Plans (IEP) in their classrooms and the supports needed for effective implementation of IEPs in Ohio. Self-Efficacy has been defined as the confidence that an individual has in their ability to…

Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling…

Most students with disabilities in the United States receive science instruction in general education classrooms; however, little is known about the academic success for students with learning disabilities (LD) in these classes. This case study takes place in an inclusive science classroom that used an inquiry approach to learning science and…

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use…

Motivating adolescents to learn can be a challenge! Often distracted and easily bored, these kids are also critical thinkers capable of thriving in the classroom while learning 21st century skills. How do we hold their attention and develop their abilities? Research shows that all students--regardless of learning style, disability category, or…

This paper portrays the activity system of eight classes of Grade 6 children with special educational needs in an Intensive French as a second-language education program. Classroom norms and tools reflected a social-interactionist and social-constructivist approach with scaffolding, social interaction, multiple modes of representing, holistic,…