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Executive Function Deficits: Evidence-Based Practices to Help All Learners Access Core Curriculum

Do you work with disorganized, inflexible, impulsive students who struggle with planning and problem solving? Executive function (EF) skills are a collection of mental processes that assist...

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Check-In/Check-Out for Students with Challenging Behaviors

In collaboration with the Council for Children with Behavioral Disorders (CCBD) Are your students productively engaged and participating in instruction as you want them to? If not, this program is for...

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Self-Determination in the IEP Process & Beyond

Young black woman learning on laptop, sitting on blue sofa at home

The IEP process is meant to guide participants into valued outcomes to support a students individual needs AND desires (especially when beginning to think about the transition plan). The goal of the...

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Outcomes survey for peers who participate in peer-mediated interventions and programs

This resource is a valid and reliable measure called the Peer-Mediated Impact Survey for Peers (PMIS:P). This survey requires peers to respond to 46 items and report how they were impacted by their most recent or current peer-mediated intervention or program (PMI). Each of the 46 items are represented within seven thematic areas: (1) skill and intra-personal development, (2) self-worth impact, (3) changes in views, (4) social impact, (5) advocacy impact, (6) rewarding impact, and (7) future impact. Sample items include: “I am a better advocate for people with disabilities.” “I have more favorable views toward inclusion.” and “I developed...

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Hilary Travers

ESU-13’s LifeLink program uses LCE to prepare students for life on their own

LifeLink students Alena Kennedy and Eliazbeth Zuniga laugh as their instructors point out that none of the student panelists said they enjoyed doing laundry or cleaning the bathroom at the R-Pad, where they learn various independent life skills.

Originally published in Star Herald. It’s that time of year where plans following senior year of high school are being looked at more and more closely by students, parents and schools. Students crave...

Publish Date:

February 18, 2022

Strategies to Increase Self-, Student, and Discipline Advocacy in Adapted Physical Education

While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted...

Journal Name:

TEACHING Exceptional Children

Publish date:

06/10/2021

Teaching Self-Protection to Students With Disabilities

The United States has made many advances in establishing a culture of acceptance and inclusivity for individuals with disabilities. Through best practices in K-12 education, students with disabilities...

Journal Name:

TEACHING Exceptional Children

Publish date:

08/18/2021

TEACHING Exceptional Children Journal on Adaptive Physical Education (Volume 54, Issue 1)

This issue is focused on adaptive physical education. Articles cover promoting social acceptance and inclusion in physical education, teaching self-protection to students with disabilities, using 3D...

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Benjamin Tillotson

Benjamin “Ben” Tillotson is a Transition Specialist at the Salt Lake City School District, in Utah. During his 9 years in education, he has work with his students in the SCORE program. SCORE strives to prepare students for the transition from school to adult life with meaningful experiences that prepare them to be successful in their communities and employment. Watch a video interview with Benjamin Tillotson as he shares his Philosophy about respecting the humanity in every student to help them become the best human they can be.

Publish Date:

September 07, 2021

Unit Co-Planning for Academic and College and Career Readiness in Inclusive Secondary Classrooms Toews, S. G., Miller, A. L., Kurth, J. A., & Turner, E. L. 9/1/2020 53 1 2020 Access to quality general education instruction that includes academic and non

Access to quality general education instruction that includes academic and non-academic skills is a right for all children. To accomplish this, it is necessary to provide tools that foster...

Journal Name:

TEACHING Exceptional Children

Publish date:

09/01/2020

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