Module 1
Module 2
Hedin, L., & DeSpain, S. (2018). SMART or Not? Writing Specific, Measurable IEP Goals. TEACHING Exceptional Children, 51(2), 100-110. https://doi.org/10.1177/0040059918802587
Module 3
Baglieri, S., Valle, J. W., Connor, D. J., & Gallagher, D. J. (2011). Disability studies in education: The need for a plurality of perspectives on disability. Remedial and special education, 32(4), 267-278.
Accommodations for Students with LD
Etscheidt, S. K., & Bartlett, L. (1999). The IDEA amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65(2), 163-174.
Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M., Johnston, R., & Toews, S. G. (2019). Types of supplementary aids and services for students with significant support needs. The Journal of Special Education, 52(4), 208-218.
Module 4
Module 5
https://unt.instructure.com/courses/91410/files/22270165?wrap=1
Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613-629.
Mazzotti, V. L., Rowe, D. R., & Test, D. W. (2013). Navigating the evidence-based practice maze: Resources for teachers of secondary students with disabilities. Intervention in School and Clinic, 48(3), 159-166.
Travers, J. C. (2017). Evaluating claims to avoid pseudoscientific and unproven practices in special education. Intervention in school and clinic, 52(4), 195-203.
Module 6
Kressler, B., Chapman, L. A., Kunkel, A., & Hovey, K. A. (2020). Culturally Responsive Data-Based Decision Making in High School Settings. Intervention in School and Clinic, 55(4), 214-220. https://doi.org/10.1177/1053451219855737
Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in school and clinic, 39(2), 87-98.
Module 7
Kearns, D. M., & Whaley, V. M. (2019). Helping Students With Dyslexia Read Long Words: Using Syllables and Morphemes. TEACHING Exceptional Children, 51(3), 212-225.
Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A. M. (2015). Improving reading comprehension and social studies knowledge among middle school students with disabilities. Exceptional Children, 81(4), 426-442.
Module 8
Bui, Y. N., & Fagan, Y. M. (2013). The effects of an integrated reading comprehension strategy: A culturally responsive teaching approach for fifth-grade students’ reading comprehension. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 59-69.
Datchuk, S. M., & Hier, B. O. (2019). Fluency Practice: Techniques for Building Automaticity in Foundational Knowledge and Skills. TEACHING Exceptional Children, 51(6), 424-435.
https://unt.instructure.com/courses/91410/files/23980650?wrap=1
Module 9
https://unt.instructure.com/courses/91410/files/24034917?wrap=1
Harris, K. R., Graham, S., Aitken, A. A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based Practices. TEACHING Exceptional Children, 49(4), 262-272. https://doi.org/10.1177/0040059917697250
Ciullo, S., & Mason, L. (2017). Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities. Intervention in School and Clinic, 52(5), 287-294. https://doi.org/10.1177/1053451216676801
Sherman, C. K., & De La Paz, S. (2018). FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities. TEACHING Exceptional Children, 50(4), 233-242. https://doi.org/10.1177/0040059918757944
https://files.eric.ed.gov/fulltext/ED489512.pdfhttps://files.eric.ed.gov/fulltext/ED489512.pdf
Module 10
Hughes, M. D., Regan, K. S., & Evmenova, A. (2019). A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing. Intervention in School and Clinic, 55(1), 13-22. https://doi.org/10.1177/1053451219833026
Cannella-Malone, H. I., Konrad, M., & Pennington, R. C. (2015). ACCESS! Teaching Writing Skills to Students With Intellectual Disability. TEACHING Exceptional Children, 47(5), 272-280. https://doi.org/10.1177/0040059915580032
Doabler, C. T., & Fien, H. (2013). Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties. Intervention in School and Clinic, 48(5), 276-285. https://doi.org/10.1177/1053451212473151
https://unt.instructure.com/courses/91410/files/24034917?wrap=1
Harris, K. R., Graham, S., Aitken, A. A., Barkel, A., Houston, J., & Ray, A. (2017). Teaching Spelling, Writing, and Reading for Writing: Powerful Evidence-Based Practices. TEACHING Exceptional Children, 49(4), 262-272. https://doi.org/10.1177/0040059917697250
Ciullo, S., & Mason, L. (2017). Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students With Learning Disabilities. Intervention in School and Clinic, 52(5), 287-294. https://doi.org/10.1177/1053451216676801
Sherman, C. K., & De La Paz, S. (2018). FIX: A Strategic Approach to Writing and Revision for Students With Learning Disabilities. TEACHING Exceptional Children, 50(4), 233-242. https://doi.org/10.1177/0040059918757944
Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K?5
Blachowicz, Camille L. Z.; Fisher, Peter J.; Watts-Taffe, Susan
Learning Point Associates / North Central Regional Educational Laboratory (NCREL)
Module 11
Ortiz, N. A., & Davis, T. J. (2020). Gladys's Lesson Plan: A Culturally Relevant Exemplar. Mathematics Teacher: Learning and Teaching PK-12, 113(8), 651-657.
Mathematics: Identifying and Addressing Student Errors
Riccomini, P. J., & Morano, S. (2019). Guided Practice for Complex, Multistep Procedures in Algebra: Scaffolding Through Worked Solutions. TEACHING Exceptional Children, 51(6), 445-454.
Menzies, H. M., Lane, K. L., Oakes, W. P., & Ennis, R. P. (2017). Increasing Students’ Opportunities to Respond: A Strategy for Supporting Engagement. Intervention in School and Clinic, 52(4), 204-209. https://doi.org/10.1177/1053451216659467
Using Board Games to Teach Math to Young Children
Module 12
Stuart, S. K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 42(2), 52-57.
Module 13
Module 14
https://unt.instructure.com/courses/91410/files/22270185?wrap=1
