No description available.

This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.

No description available.

Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify research-based strategies for integrating transition and academic skill instruction across content areas

We will demonstrate strategies for designing literacy instruction for secondary students with severe disabilities using personally relevant content. Learn how to choose meaningful texts/digital media for age-appropriate social skills and transition skills, strategies and resources, and how to teach content to diverse learners.

This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.

Examining the use of the MotivAider self-monitoring device to increase special education teacher candidates’ use of evidence-based practices and classroom research for students with learning and behavior disorders It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.

Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.

The need for licensed teachers and specialists in the area of moderate to severe disabilities has been a point of concern for the past two decades; however, technology is increasingly being used to deliver instruction and assist in providing supervision and consulting for students in need of certification in diverse fields through synchronous online learning environments (Luna & Medina, 2007; Spooner & Wood, 2006). The use of these technologies, such as video and web conferencing, are an increasingly popular and viable option for educators and teacher candidates living in rural locations or that have schedules that may not allow for travel to on-campus meetings. In response to this need, the University of Kentucky (UK) Department of Early Childhood, Special Education, & Rehabilitation Counseling, has been delivering instruction through satellite, interactive video, and web-based course management systems for 30 years. This chapter describes how UK has increased their capacity to serve students by using distance education technologies not only for course delivery, but practicum supervision as well (Collins & Baird, 2006).

It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.