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Teaching social behaviors provides opportunities for teachers to communicate and encourage students with disabilities to demonstrate behavioral expectations and communicate needs more effectively.

When reviewing and intensifying instruction for students with disabilities, teachers should consider a three-phase cycle of plan, deliver, review and intensify individual, small-group, and whole-gr

Cognitive and metacognitive strategies are important for the development of executive function skills, which, in turn, are crucial for learning academic and behavior skills.

When planning instruction for students with disabilities, teachers need to consider elements of explicit instruction that will provide access to the general education curriculum and also meet the u

When delivering instruction for students with disabilities, teachers should consider a three-phase cycle of plan, deliver, review and intensify individual, small-group, and whole-group instruction.

This course is intended to explain the Individuals with Disabilities Education Act (IDEA) requirements for measurable annual goals and the critical role of measurable annual goals in the…

Andrea Boykin, PhD, a manager of assistive technology (AT) for the District of Columbia Public Schools (DCPS), explains the process for identifying the proper assistive technology for students.

Once an IEP team has outlined the measurable annual goals for a child’s IEP, members must describe how the child’s progress toward meeting those goals will be measured and shared with parents.

This tip sheet introduces the explanation of educational setting. It includes a brief summary of federal regulations, tips for implementation, and additional resources.