Increasing Opportunities to Respond: Tools for Teachers and Administrators

Think back to your days as a student and visualize your favorite class or teacher.  What did the teacher do in that class?  What did the students do?  In all likelihood, you did not sit quietly for the entire class period while the teacher talked.  You probably focused more of your effort on creating new products or sharing ideas with your peers than on sitting still.  Unfortunately, for many students, including those with disabilities, the effort needed to sit quietly for long periods of time overrides any effort to learn.  Yet, active engagement is the strongest predictor of academic achievement (Dotterer & Lowe, 2011). [Read more…]

Buried by Content: Strategies to Support Student Success in Science and Social Studies Courses

All teachers face the challenge of completing their curriculum within a limited time frame, but in content-heavy secondary classrooms, this task can be particularly daunting.  Working with students with disabilities requires specific strategies for covering a large amount of information and numerous skills.  In many Math and English classes, special education teachers co-teach with general educators.  This approach can be very effective; however, in science and social studies classrooms, school resources often limit the availability of special education teachers.

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