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This study was inspired by the final regulations for the No Child Left Behind Act (NCLB) indicating that each state has the option to develop a new assessment for students whose disabilities have kept them from obtaining proficiency. Sets of high school...

Writing individual education programs (IEPs) for students with autism spectrum disorder who are transitioning out of high school can pose unique challenges for teachers. The purpose of this article is to present a five step process for developing...

School-wide Positive Behavior Support (SWPBIS) is an increasingly popular framework for school improvement practices but many high schools are still lagging behind their elementary counterparts. High school leadership teams can struggle with merging the...

Work -based learning experiences should be seen as part of a larger process of career development for all students. Through work based learning experiences, students should learn about various career areas, try different work styles, find out what type of...

Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (Dicecco & Gleason, 2002; Vaughn & Edmonds, 2006)...

The Concrete-Representational-Abstract Integration (CRA-I) Strategy is a promising practice for teaching algebra concepts and skills to students with disabilities. The CRA-I Strategy involves the simultaneous presentation of the algebra content using...

In this paper, we describe the steps necessary to use an online tool to learn how to implement progress monitoring in algebra. We provide teachers with guidance for learning about progress monitoring, selecting measures, implementing data collection, and...

Students with significant disabilities require adaptations to the general curriculum in order to access the content and make progress toward IEP goals. Adapted texts are commonly used to provide access to grade-level literature. Adapted texts usually...

Teachers of students with disabilities are required to provide instruction that aligns with the Common Core State Standards, including close reading of complex text. However, teachers often struggle with how to select text for students with disabilities...

This article describes evidence-based practices special education teachers can readily implement in special or general education settings to promote reading and social studies learning for students with disabilities as well as general education students...