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What is High Leverage Practices

Chapter 4
Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field
Instructional practices that can support instruction for students with disabilities.
Published in Chapter:
High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies
Randa Keeley (Texas Woman's University, USA)
Copyright: © 2022 |Pages: 26
DOI: 10.4018/978-1-7998-9047-8.ch004
Abstract
Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.
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Chapter 8
Using HLPs to Increase Family Engagement in the IEP Process
A total of 22 evidence-based approaches or policies that special education teachers can use to effectively teach and increase outcomes for students with disabilities.
Published in Chapter: Using HLPs to Increase Family Engagement in the IEP Process; From: Meaningful and Active Family Engagement: IEP, Transition and Technology Integration in Special Education
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 11
Assessment of Students With Disabilities in the UAE Toward Thriving in Inclusive Classrooms: Reality and Vision
Practical developed by the Council for Exceptional Children with the CEEDAR Center at the University of Florida and CEC’s Teacher Education Division (TED) to develop practices that assist special educators in different areas such as assessment, collaboration, instruction, and social/emotional/behavioral aspects.
Published in Chapter: Assessment of Students With Disabilities in the UAE Toward Thriving in Inclusive Classrooms: Reality and Vision; From: Rethinking Inclusion and Transformation in Special Education
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Chapter 2
Preparing New Teachers for the Students That They Will Really Have in Their Classrooms
A set of practices that have been shown to improve student achievement and behavior of all students in the classroom, when implemented by the classroom teacher.
Published in Chapter: Preparing New Teachers for the Students That They Will Really Have in Their Classrooms; From: Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field
Full Text Chapter Download: US $37.50 Add to Cart
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