Instructional Strategies
NCSET Resources
General Instructional Strategies
Accommodations
for Students with Disabilities in High School (January 2002)
NCSET Issue Brief
NCSET's Issue Briefs examine current challenges in secondary
education and transition. The issue addressed is that fewer students
with disabilities in middle schools and high schools use accommodations
than students with disabilities in elementary schools. Written by
Martha Thurlow of the National Center on Educational Outcomes.
http://www.ncset.org/publications/viewdesc.asp?id=247
Alternative
Schools and Students With Disabilities: Identifying and Understanding
the Issues (October 2004)
NCSET Information Brief
This brief outlines the responses of state directors of special
education to a telephone survey about major issues regarding students
with disabilities and alternative schools in their states. Resources
for further information are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=1748
An
Effective Model for College Students With Learning Disabilities
and Attention Deficit Hyperactivity Disorders (February 2004)
NCSET Research to Practice Brief
College students with learning disabilities and attention deficit
hyperactivity disorders who participate in the Virginia Commonwealth
University Supported Education Model tend to stay in school and
progress in their educational programs, according to a study conducted
by the Virginia Commonwealth University Rehabilitation Research
and Training Center on Workplace Supports. This brief describes
the VCU Supported Education Model and results of the study.
http://www.ncset.org/publications/viewdesc.asp?id=1415
Bridging
the Digital Divide in Post-Secondary Education: Technology Access
for Youth with Disabilities (December 2002)
NCSET Information Brief
Computer access has the potential to help people with disabilities
complete coursework independently, participate in class discussions,
communicate with peers and mentors, access distance learning courses,
participate in high tech careers, and lead self-determined lives.
This brief was designed for secondary and postsecondary educators
and administrators, employers, individuals with disabilities, and
parents. It outlines the challenges youth with disabilities face
in gaining access to technology, and provides specific recommendations
for achieving greater technology access.
http://www.ncset.org/publications/viewdesc.asp?id=718
Creating Environments That Work for All Youth: Increasing the Use of Evidence-Based Strategies by Special Education Teachers (December 2006)
NCSET Research to Practice Brief
With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project.
http://www.ncset.org/publications/viewdesc.asp?id=3396
Cultural and Linguistic Diversity: Implications for Transition Personnel (October 2005)
NCSET Essential Tool
This Essential Tool summarizes current research about transition issues and Culturally and Linguistically Diverse (CLD) youth with disabilities. It also offers information on how transition personnel can effectively support these youth by building on their strengths and enhancing natural supports available within their families and communities. Also included are numerous practical tools, and information on further resources.
http://www.ncset.org/publications/essentialtools/diversity/default.asp
The
Emergence of Psychiatric Disabilities in Postsecondary Education
(September 2004)
NCSET Issue Brief
An unprecedented and growing number of postsecondary students report
psychiatric disabilities. This brief provides a brief definition
of the issue and an outline of the primary barriers such students
face in completing postsecondary education. The brief also offers
strategies for postsecondary professionals, recommendations, and
further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1688
Enhancing Academic Achievement and Transition Outcomes Using Technology (September 2005)
NCSET Information Brief
It is critical that innovative curricula emerge that combine standards-based academics with transition planning to facilitate access to general education, including multiple-outcome measures and learning supports. In response to this challenge, the Nisonger Center at Ohio State University (OSU) developed a standards-driven, computer-based curriculum for students with disabilities in grades 8 through 10. This brief describes the curriculum and the principles behind it.
http://www.ncset.org/publications/viewdesc.asp?id=2472
Handbook for Implementing a
Comprehensive Work-Based Learning Program According to the Fair
Labor Standards Act (3rd ed.) (February 2005)
NCSET Essential Tool
By following the information and examples in this manual, school
personnel can proceed with confidence to operate effective work-based
learning programs consistent with the Fair Labor Standards Act (FLSA).
Sample forms, agreements, and supporting documentation required
under the Individuals with Disabilities Education Act and FLSA are
included in the examples whenever possible. This document also includes
contact information for offices and personnel of the U.S. Department
of Labor Wage and Hour Division and organizations involved in planning
and delivering transition services for youth with disabilities,
as well as information on Supplemental Security Work Incentives
available to transition-aged youth with disabilities.
http://www.ncset.org/publications/essentialtools/flsa/default.asp
High
Schools With Authentic and Inclusive Learning Practices: Selected
Features and Findings (July 2003)
NCSET Research to Practice Brief
This brief outlines the major findings of a research study conducted
by the Research Institute on Secondary Education Reform (RISER)
on authentic and inclusive learning practices at four high schools.
Authentic learning practices involve students in using disciplined
inquiry to construct in-depth knowledge for themselves and others,
and inclusive learning refers to the use of developmentally and
individually appropriate accommodations and supports. The brief
also discusses the implications and challenges presented by the
study's findings.
http://www.ncset.org/publications/viewdesc.asp?id=1096
In
Their Own Words: Employer Perspectives on Youth with Disabilities
in the Workplace (September 2004)
NCSET Essential Tool
It is essential for educators, transition specialists, workforce
development professionals, family members, and youth to understand
employers' needs, circumstances, and perspectives as they establish
work-based learning experiences. This publication features the experiences
of employers in their own words. Eleven employers from various fields
write about how they became involved in providing work experiences
for youth with disabilities, what made it work, and what they recommend
to individuals or organizations representing youth.
http://www.ncset.org/publications/essentialtools/ownwords/default.asp
Increasing
Rates of School Completion: Moving from Policy and Research to Practice
(May 2004)
NCSET Essential Tool
This cutting-edge manual for educators, administrators and policymakers
describes eleven proven interventions for increasing school completion
among youth with disabilities. The interventions selected are only
those that include research or evaluation designs and were published
between 1988 and 2003. Also included are reproducible handouts containing
current statistics and information on dropout, a concise literature
review, and information on related Web sites, journal articles,
publications, and organizations.
http://www.ncset.org/publications/essentialtools/dropout/
Increasing
School Completion: Learning from Research-Based Practices that Work
(August 2004)
NCSET Research to Practice Brief
This brief identifies and describes five research-based practices
proven effective in increasing rates of school completion. The practices
utilized random samples or comparison groups and had statistically
significant results for the treatment group on the variable of enrollment
status.
http://www.ncset.org/publications/viewdesc.asp?id=1646
Motivating
Youth with Disabilities to Learn in the Science Classroom (April 2004)
NCSET Information Brief
This brief provides teachers with strategies for motivating students
with diverse learning styles, including students with disabilities,
in science courses and programs. These strategies include use of
case studies, analogies, lab-based education, storytelling, modeling,
and role-playing. The brief also includes resources for further
study.
http://www.ncset.org/publications/viewdesc.asp?id=1495
Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities (May 2002)
NCSET Research to Practice Brief
This Research to Practice Brief addresses the problem of children, including students with disabilities, not learning to read proficiently in the primary grades. In this brief, two approaches developed to improve the reading skills of secondary students with learning disabilities are explored.
http://www.ncset.org/publications/viewdesc.asp?id=274
Students
with Disabilities who Drop Out of School: Implications for Policy
and Practice (July 2002)
NCSET Issue Brief
Amid new school accountability policies and stiffer promotion
and graduation requirements, what interventions work to lower an
unacceptable high dropout rate for students with disabilities? Using
research-based information, this Issue Brief defines the problem
and articulates proven intervention strategies.
http://www.ncset.org/publications/viewdesc.asp?id=425
Teaching
for Understanding (November 2003)
NCSET Research to Practice Brief
While traditional lectures, exercises, and drills may help students
memorize facts and formulas and get the right answers on tests,
this time-honored style of teaching does not help students achieve
the depth of understanding they need to understand complex ideas
and apply knowledge in new settings or situations. This Research
to Practice Brief outlines research regarding an approach called
“teaching for understanding,” which strives to engender
in students a depth of understanding on academic topics that enables
them to apply the knowledge in various settings. Suggestions and
resources for application of this approach are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=1309
Teaching
Social Skills (October 2004)
NCSET Information Brief
This brief outlines the importance of social skills education for
youth with disabilities, identifies specific skills needed by youth,
provides guidance for choosing and implementing social skills programs,
and offers information about creating a positive school climate
that fosters the development of social skills.
http://www.ncset.org/publications/viewdesc.asp?id=1749
Transition
Planning: Community Mapping as a Tool for Teachers and Students
(April 2005)
NCSET Research to Practice Brief
Community mapping can acquaint teachers and students with a community's
culture, resources, transition needs, and assets. This brief describes
the research base for community mapping and provides an outline
of the roles, responsibilities, and materials involved in the community
mapping process. It also provides examples and further resources
for engaging in community resource mapping.
http://www.ncset.org/publications/viewdesc.asp?id=2128
Universal
Design for Learning: A Strategy to Support Students' Access to the
General Education Curriculum (December 2002)
NCSET Information Brief
The IDEA amendments of 1997 require that students with disabilities
have the opportunity to participate and progress in the general
curriculum in public education systems. Universal Design refers
to the design of flexible classroom materials and activities, including
use of technology, to facilitate the achievement of learning goals
by students with widely varying abilities. This brief describes
principles of Universal Design and provides information about Universal
Design resources.
http://www.ncset.org/publications/viewdesc.asp?id=707
Universal
Design for Learning and the Transition to a More Challenging Academic
Curriculum: Making it in Middle School and Beyond (April 2005)
NCSET Parent Brief
This brief describes universal design, a process for creating environments
that support the learning of students with diverse abilities, styles,
and needs. In universal design, versatility is built into the environment
from the start. Further resources are also provided.
http://www.ncset.org/publications/viewdesc.asp?id=2165
What Algebra and Biology Students Have to Say About Universal Design for Learning (October 2005)
NCSET Research to Practice Brief
This brief outlines the findings of a study of whether universal design for learning (UDL) improves how students with mild disabilities perform in general education. The study's findings illustrate how students perceive individual interventions anchored by three key UDL principles--multiple ways of representing course content, multiple options for student expression and control, and multiple options for engagement and motivation. These individual interventions were used in standard-track high school algebra and biology classes.
http://www.ncset.org/publications/viewdesc.asp?id=2568
Work-Based
Learning and Future Employment for Youth: A Guide for Parents and
Guardians (October 2003)
NCSET Information Brief
Setting high expectations early in life is an important step in
order for youth to develop the skills to succeed in the future.
This guide for parents and guardians of youth with disabilities
outlines how work-based learning helps youth identify interests,
strengths, skills, and needs related to career development. Specific
examples are provided, as well as further resources.
http://www.ncset.org/publications/viewdesc.asp?id=1222
Instructional Strategies for Reading
Collaborative Strategic Reading (CSR): Improving Secondary Students’ Reading Comprehension Skills (July 2002)
NCSET Research to Practice Brief
Reading comprehension skills can be successfully taught to struggling readers, including secondary-age students with learning disabilities and those who are English Language Learners. In this Research to Practice Brief, specifics of Collaborative Strategic Reading (CSR) implementation in the classroom are described, with references to further resources.
http://www.ncset.org/publications/viewdesc.asp?id=424
Creating Environments That Work for All Youth: Increasing the Use of Evidence-Based Strategies by Special Education Teachers (December 2006)
NCSET Research to Practice Brief
With a goal of increasing the use of evidence-based practices in special education programs and improve student outcomes, a research demonstration project was developed through a unique partnership of special educators, parents, administrators, and investigators. This brief reports on the method, implementation, and initial findings from this project.
http://www.ncset.org/publications/viewdesc.asp?id=3396
Improving Word Identification Skills Using Strategic Instruction Model (SIM) Strategies (December 2002)
NCSET Research to Practice Brief
Students with learning disabilities often move into secondary education with elementary-level reading skills, including an inability to readily decode unfamiliar words. As a result, they have difficulty with content-area classes, such as history and science, in which grade-level reading is required. This brief, written for general education teachers, special education teachers, and school administrators, focuses on the Word Identification Strategy component of the Strategic Instruction Model (SIM) (Deshler & Schumaker, 1988), and reviews research showing the effectiveness of this strategy for secondary students with disabilities.
http://www.ncset.org/publications/viewdesc.asp?id=720 |
