41 Active learning strategies for the inclusive classroom, grades 6-12

Research shows hat all students-regardles of learning style, disability category, or language difference-learn more effectively when they are engaged in active learningxvi, 206 hal.; ilus.; 28 cm

Supporting emotion regulation in individuals with <scp>ASD</scp> , <scp>ADHD</scp> and bipolar disorder through <scp>trauma‐informed</scp> instruction and <scp>self‐regulation</scp> strategies

This is the peer reviewed version of the following article: [Supporting emotion regulation in individuals with ASD , ADHD and bipolar disorder through trauma‐informed instruction and self‐regulation strategies. Journal of Research in Special Educational Needs (2022)], which has been published in final form at https://doi.org/10.1111/1471-3802.12586. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions: https://authorservices.wiley.com/author-resources/Journal-Authors/licensing/self-archiving.html#3. Deposited by shareyourpaper.org and openaccessbutton.org. We've taken reasonable steps to ensure this content doesn't violate copyright. However, if you think it does you can request a takedown by emailing [email protected]

Research and Reality: A Survey of Educators’ Perceptions about Evidence-Based Practices in Inclusive Settings for Students with Intellectual Disabilities

As the world focuses on the acceptance and inclusion of diverse individuals often referring to race, ethnicity, gender, and sexual orientation, this study focuses on the culture and identity of individuals with intellectual disabilities who are educated in an inclusive setting. Although there are currently more students with disabilities who are included in the general education classroom as compared to 20 years ago, the number of students with more severe disabilities, including intellectual disabilities (ID), lag behind those with mild to moderate disabilities. This survey study examined both why and how to best educate students with ID in the American inclusive classroom. This study, including Likert-style and open-ended questions, was administered amongst practicing educators in order to determine their perceptions of the most prominent evidence-based practices (EBPs) related to supporting students with ID. Participants were asked to rate these EBPs in terms of their usefulness and effectiveness in the classroom for students with ID. The results of this study indicate that educators are regularly implementing EBPs, such as visual supports and behavior modifications. Overall, educators feel more confident in their ability to include students with intellectual disabilities in the general education classroom, and share their perspectives about this experience