10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

Lemons, Christopher J.; Allor, Jill H.; Otaiba, Stephanie Al; LeJeune, Lauren M.

doi:10.1177/0040059916662202

Cited by 28 publications

(21 citation statements)

References 23 publications

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“…To support acquisition of skills, teachers should collect and analyze data to guide instruction and adaptations to interventions. Great IELPs will involve service providers and family members in additional opportunities for learning once initial instruction has been implemented by Special Education teacher (Lemons, Allor, Otaiba, & LeJeune, 2016). Many classrooms that support students with significant disabilities incorporate instructional assistants in the teaching of skills.…”

Section: Implementing the Ielpmentioning

confidence: 99%

Keeping Our Students Safe During School Crises

Columbia

Clarke

Weber³

2019

RAPCC

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As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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Section: Implementing the Ielpmentioning

confidence: 99%

Keeping Our Students Safe During School Crises

Columbia

Clarke

Weber³

2019

RAPCC

View full text Add to dashboard Cite

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“…Physical Disabilities: Education and Related Services,38(1) To support acquisition of skills, teachers should collect and analyze data to guide instruction and adaptations to interventions. Great IELPs will involve service providers and family members in additional opportunities for learning once initial instruction has been implemented by Special Education teacher (Lemons, Allor, Otaiba, & LeJeune, 2016). Many classrooms that support students with significant disabilities incorporate instructional assistants in the teaching of skills.…”

Section: Implementing the Ielpmentioning

confidence: 99%

DPHMD Board Members

Editor

2019

RAPCC

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As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-today instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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“…Additionally, scholars are creating additional training materials that will be available to preservice and in‐service teachers via the website in Spring 2017. Fourth, special education teachers who work with children and adolescents with ID could form a PLC to review the information and resources presented by Lemons, Allor, Al Otaiba & LeJeune ().…”

Section: Recommendations For Improving Current Professional Developmementioning

confidence: 99%

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

Lemons

Otaiba

Conway

et al. 2016

New Directions for Child and Adolescent Development

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The purpose of this article is to focus specifically on professional development that is needed to ensure that preservice and in-service teachers are prepared to deliver intensive intervention to enhance reading outcomes of students in special education. Our aim is to provide recommendations to ensure that special educators are prepared to design and implement data-based individualization in the area of reading. We highlight what special educators need to know to implement data-based individualization and provide recommendations for improving professional development using findings from federally funded projects. Implications for practice and next steps for research and policy are provided.

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10 Research-Based Tips for Enhancing Literacy Instruction for Students With Intellectual Disability

Cited by 28 publications

References 23 publications

Keeping Our Students Safe During School Crises

Keeping Our Students Safe During School Crises

DPHMD Board Members

Improving Professional Development to Enhance Reading Outcomes for Students in Special Education

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