The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction…

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students' disruptive and off-task behavior as well as prevent students' problem behaviors from occurring. The results of 28 single-case studies examining the effectiveness of training…

Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to…

Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…

As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research…

Using a dialogue format, a college professor and a teacher of 11- to 12-year-old children with emotional and behavioural difficulties (EBD) report on a case study of four children (three boys and a girl) when over a three-week period dramatic inquiry pedagogy (focused on the meaning for students of fictional violent events depicted in extracts…

Middle school special education teachers are often concerned about challenging behavior. In recent years, school wide positive behavior support (SWPBS) has been shown to be effective in improving students' behavior. Class-wide Function-related Intervention Teams (CW-FIT) is a SWPBS-based program designed to for implementation at the classroom…

Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem…

Previous research suggests that physical education teacher education (PETE) programs offer few adapted courses and provide limited hands-on experiences with teaching students with disabilities, specifically those in a self-contained environment. This study aimed to analyze PETE students' and classroom teachers' perceptions of a field experience…

This case study retrospectively reflects on a self-contained teacher's decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students' reading…

It has been indicated that teachers' perceptions of the most suitable educational environment for students with different disabilities depends on the type and severity of students' disability. Although the perceptions are found to be different by country, research comparing Japanese teachers' perceptions and perceptions of teachers from other…

This report describes the results of a survey conducted with State IDEA Part B Section 619 Coordinators in 2018. Questions were designed in partnership across Section 619 Coordinators, OSEP and ECTA center staff to gather information about state systems and services provided under the Preschool Grants Program (Section 619 of Part B) of IDEA. The…

Relative to their middle and high school teacher counterparts, elementary science teachers are both uniquely situated and uniquely challenged for excellent science instruction. More than 90 percent of elementary teachers work in self-contained classrooms, meaning they have opportunities to connect their science instruction with English language…

Children with Asperger's Syndrome (AS) are failing academically, despite the availability of educational, financial, and medical resources for them. This could be explained by the reliance of educational processes on traditional direct instruction that leads to poor academic performance of students with AS. Classroom format and environment are…

This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most…