This set of behavioral strategies and sample resources were developed for classroom teachers to use with students who may require academic and/or behavioral support. The strategies are intended to support teachers working with students with primary academic deficits and challenging behaviors.
Lisa Dieker, Professor and Lockheed Martin Eminent Scholar Chair at University of Central Florida, shares her experiences as a researcher who collaborates with students with disabilities from kindergarten through graduate school. Students who can self-advocate are able to lead their own learning and ensure they have the supports they need to be successful. Research shows that empowering students through technology can change student outcomes throughout their education and career.
Over 20 years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. Positive outcomes have been shown for both students with high incidence disabilities (learning disabilities and other “mild” disabilities) and those with low incidence disabilities (intellectual, multiple, and “severe” disabilities).
The authors first describe the context in which special educators are working, with increasingly complex demands and insufficient professional development opportunities. Next, they outline the knowledge, skills, and dispositions of effective special educators. Finally, they draw from research on the development of professional expertise to provide specific tips for taking charge of your own professional learning.