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| | Series: | IRIS Case Study | | Author: | Paulsen, K. | | Publication Date: | 2006 | | Abstract: | Case Study Units provide faculty with realistic teaching scenarios for students to use, and they are designed to strengthen a student's understanding of the topic, as well as enhance their problem-solving skills while exploring new content. Faculty guides for each case study unit are available upon request.
This case study unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | 26 | | Format: | PDF | | Target Age: | Preschool Elementary School | | Intended Audience: | Educators | | HTML Version: | | | PDF Version: | http://iris.peabody.vanderbilt.edu/case_studies/ICS-009.pdf |
| | Series: | IRIS Case Study | | Author: | Paulsen, K | | Publication Date: | 2006 | | Abstract: | Case Study Units provide faculty with realistic teaching scenarios for students to use, and they are designed to strengthen a student's understanding of the topic, as well as enhance their problem-solving skills while exploring new content. Faculty guides for each case study unit are available upon request.
This case study unit offers strategies for working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | 21 | | Format: | PDF | | Target Age: | Preschool Elementary School | | Intended Audience: | Educators | | HTML Version: | | | PDF Version: | http://iris.peabody.vanderbilt.edu/case_studies/ICS-010.pdf |
| | Series: | ELLs with Disabilities Report 7 | | Author: | Thurlow, Martha; Albus, Deb; Shyyan, Vitaliy; Liu, Kristin; Barrera, Manuel | | Publication Date: | 2004 | | Abstract: | The study reported here was conducted as part of a larger investigation designed to identify instructional strategies most beneficial for English language learners with disabilities. Other aspects of the investigation are examining the research literature, information from parents and students, and the effects of specific strategies. In this study, our goal was to determine which instructional strategies are recommended for English language learners with disabilities by teachers across disciplines (special education, ESL/bilingual education, mainstream content areas). Specifically, we wanted to determine the teacher-identified effective strategies for teaching grade-level reading/English language arts, mathematics, and science content to English language learners with disabilities. | | Publisher: | National Center on Educational Outcomes (NCEO) | | Pages: | 61 | | Format: | PDF, HTML | | Target Age: | | | Intended Audience: | | | HTML Version: | http://cehd.umn.edu/nceo/OnlinePubs/ELLsDisReport7.html | | PDF Version: | http://cehd.umn.edu/nceo/OnlinePubs/ELLsDisRpt7.pdf |
| | Series: | NCEO ELLs with Disabilities Report 12 | | Author: | Barrera, Manuel; Vang, Halee; Lie, Kristin; Thurlow, Martha | | Publication Date: | 2005 | | Abstract: | English language learners (ELLs) with disabilities, especially Hmong, Latinos, and Somalis, exhibit the lowest academic performance and participation rates on statewide tests of academic achievement required by No Child Left Behind (NCLB). These challenges are even more acute for learners with disabilities among these groups and likely reflect the combined effect of limited proficiency in English and the specific disability-related characteristics with which these students may be identified. The research project described in this report examines how parents were engaged to review and comment on the reading instruction of teachers working with English language learners identified with disabilities. Two related research questions were addressed:
1. What is an effective way to involve parents in school and classroom-based instructional issues?
2. What instructionally relevant information can Latino, Hmong, and Somali parents of English language learners with disabilities provide about standards-based instructional strategies in the classroom? | | Publisher: | National Center on Educational Outcomes (NCEO) | | Pages: | 50 | | Format: | PDF | | Target Age: | | | Intended Audience: | | | HTML Version: | http://cehd.umn.edu/NCEO/OnlinePubs/ELLsDisReport12.html | | PDF Version: | http://cehd.umn.edu/NCEO/OnlinePubs/ELLsDisRpt12.pdf |
| | Series: | NICHCY Evidence for Education | | Author: | Luke, Stephen | | Publication Date: | 2007 | | Abstract: | NICHCY's online Evidence for Education explores evidence-based educational practices. Each issue includes an easy-to-read review of educational research relating to specific academic or behavioral interventions, practical examples of the module topic, and connections to more detailed resources to assist in moving the research into practice.
Strategy Instruction is a powerful student-centered approach to teaching that is backed by years of quality research. This issue presents a brief overview of the foundations of strategy instruction followed by a number of well-researched examples of strategy instruction in practice. | | Publisher: | National Dissemination Center for Children with Disabilities (NICHCY) | | Pages: | 12 | | Format: | PDF, Online module | | Target Age: | Elementary School Middle School Secondary School | | Intended Audience: | Educators Families Local School Administrators State Administrators | | HTML Version: | http://www.nichcy.org/Research/EvidenceForEducation/Pages/PowerOfStrategyInstruction.aspx | | PDF Version: | http://www.nichcy.org/Research/EvidenceForEducation/Documents/NICHCY_EE_Strategy.pdf |
| | Series: | Star Legacy Modules | | Author: | Vaughn, Sharon | | Publication Date: | 2008 | | Abstract: | The IRIS STAR Legacy modules cover topics relevant to future teachers, administrators, and other school personnel. The modules include a challenge, interactive activities, and multiple opportunities for sharing and assessment utilizing the web and CD technology.
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | | | Format: | Web-based | | Target Age: | Middle School Secondary School | | Intended Audience: | Educators | | HTML Version: | http://iris.peabody.vanderbilt.edu/csr/chalcycle.htm | | PDF Version: | |
| | Series: | Star Legacy Modules | | Author: | Lienemann, T. | | Publication Date: | 2006 | | Abstract: | The IRIS STAR Legacy modules cover topics relevant to future teachers, administrators, and other school personnel. The modules include a challenge, interactive activities, and multiple opportunities for sharing and assessment utilizing the web and CD technology.
This module describes factors that contribute to students' difficulties with written expression. The elements of the writing process are presented, which enable students to integrate thoughts, ideas, and content information into cohesive written essays. | | Publisher: | The IRIS Center for Training Enhancements | | Pages: | | | Format: | Web-based | | Target Age: | Middle School Secondary School | | Intended Audience: | Educators | | HTML Version: | http://iris.peabody.vanderbilt.edu/pow/chalcycle.htm | | PDF Version: | |
| | Series: | Star Legacy Modules | | Author: | Reid, R.; Graham, S.; Harris, K. | | Publication Date: | 2005 | | Abstract: | The IRIS STAR Legacy modules cover topics relevant to future teachers, administrators, and other school personnel. The modules include a challenge, interactive activities, and multiple opportunities for sharing and assessment utilizing the web and CD technology.
This module features the Self-Regulated Strategy Development (SRSD) Model which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so. | | Publisher: | The IRIS Center for Faculty Enhancement | | Pages: | | | Format: | Web-based | | Target Age: | Preschool Elementary School Middle School Secondary School | | Intended Audience: | Educators | | HTML Version: | http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm | | PDF Version: | |
| | Series: | NCEO ELLs with Disabilities Report 16 | | Author: | Manuel Barrera, Manuel; Liu, Kristi; Thurlow, Martha; Shyyan, Vitaliy; Yan, Ming; Chamberlain, Steve | | Publication Date: | 2006 | | Abstract: | This report describes a series of single-subject studies conducted to examine the effect of a mathematics instructional strategy, teacher-directed “think-aloud,” on the standards-based academic achievement of Latino and Hmong ELLs with disabilities attending middle or junior high school. The study targeted students with disabilities participating in mainstream content classes using standards-based curriculum. | | Publisher: | National Center on Educational Outcomes (NCEO) | | Pages: | 29 | | Format: | PDF, HTML | | Target Age: | Middle School | | Intended Audience: | Educators | | HTML Version: | http://education.umn.edu/nceo/OnlinePubs/ELLsDis16/default.html | | PDF Version: | http://education.umn.edu/nceo/OnlinePubs/ELLsDis16/ELLsDisRpt16.pdf |
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