AbstractThe purpose of this phenomenological study was to explore the factors affecting elementary teacher’s ability to understand the academic needs of their racially, culturally, and ethnically diverse special education students and the ways in which their values and beliefs influenced their use of culturally responsive practices in the special education classroom. The findings from this study are significant because they could add to the knowledge base of strategies to close or eliminate the achievement gap of racially, culturally, and ethnically diverse students in special education programs. Furthermore, these experiences may provide an additional opportunity for local educational agencies (LEAS) to examine the impact of culturally responsive teaching practices on the achievement of RCED students in the special education classroom.

The informal interest interview serves as a pivotal transition planning resource for students with disabilities, helping to pave the way for successful post-secondary outcomes. This tool is one of many that students can use to explore their interests and strengths, identify potential career paths, and gain valuable insight into the job market. This process allows individuals to make informed decisions about their future goals, build self-confidence, and develop the necessary skills and connections needed for a smooth transition from school to work or higher education. The informal nature of these interviews creates a comfortable environment for students to share their thoughts and aspirations, leading to more personalized guidance and support tailored to their unique needs. Ultimately, by utilizing this invaluable resource, students with disabilities are empowered to take ownership of their futures and pursue fulfilling careers that align with their passions and abilities.

In this lesson, students will explore where key locations and routines will occur within their classroom. They will learn to associate these phrases with a visual schedule to help aid in this discovery process. Students will at the end of the unit be able to move throughout the classroom with little to no adult support outside of the individual's IEP requirements.

This mini-unit is part of a much larger content focus on Linear Functions in an 8th grade Resource Math class. Students will be learning about the basics in functions and their use in Pre-Algebra. This unit allows students to receive direct interaction with teachers to receive content in a managable format, while giving them opportunities to learn and discover some of the content on their own. The mini-unit focus solely on the different representations of functions in their basic form. By the end of the unit, students will be able to identifying and compare and contrast different representations of functions.

Bobby didn’t so much mind the idea of sharing his toy car. He was more bothered by his sister Jean did not asking before she took. Because Jean was miffed at Bobby’s refusal to share his toy, she had not thought about how her own behavior caused him to be upset. Included: Three different formats of the story, including PDF, eBook and side-by-side. Our social stories are free in support of the social emotional education of children.

No, Deenie, No is a story about a young girl who misbehaves, which prompts the response “No, Deenie, no.” Then one day Deenie realizes she doesn’t like hearing the word “no.” But she must decide what to do in order to hear “yes!”

materials exchange site for augmentative communication. This site covers all levels and all grades. I had to choose a grade level to add it to this group.

In this lesson, students explore where to find key locations within our school community (classrooms/playgrounds/ bathroom etc.)  and who are located in these school community location (teachers/office staff/community helpers) that the students will interact with daily/weekly.  

Group lesson - Who is located at home and what rooms are in your house? We will then create a simple chart to showcase our answers. Students then will decide on what rooms and people might also be located at the school.

Read aloud - PETE THE CAT: ROCKING IN MY SCHOOL SHOES

Scavenger Hunt - Students will go in groups of 1-3 (depending on behaviors) to complete a school walk to find key locations within the building.

Building a School Map - Students will take their knowledge from the scavenger hunt and transfer it to make a classroom map of his/her school.