Works matching IS 00400599 AND DT 2022 AND VI 54 AND IP 4
Results: 11
Using UDL to Plan a Book Study Lesson for Students With Intellectual Disabilities in Inclusive Classrooms.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 258, doi. 10.1177/00400599211010196
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- Article
Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 276, doi. 10.1177/00400599211010195
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- Article
Approaching Explicit Instruction Within a Universal Design for Learning Framework.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 268, doi. 10.1177/00400599211010190
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- Article
Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 246, doi. 10.1177/00400599211006129
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- Article
Forward. Together. Council for Exceptional Children Strategic Plan 2022 – 2026.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 318, doi. 10.1177/00400599221093198
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- Article
Applied Behavior Analysis in the Classroom: Applied Behavior Analysis: A Valuable Partner in Special Education.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 315, doi. 10.1177/00400599221079130
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- Article
View From the Field: Strategies for Improving Implementation of Effective Practices Through Peer Engagement.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 240, doi. 10.1177/00400599221079129
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- Article
Developing Social Knowledge to Support Reading Comprehension in Elementary Students With ASD.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 306, doi. 10.1177/00400599211022021
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- Article
The Why From Within.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 243, doi. 10.1177/00400599211073423
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- Article
Understanding Internships for Transition-Age Students With Disabilities.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 286, doi. 10.1177/00400599211018835
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- Article
Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC.
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- Teaching Exceptional Children, 2022, v. 54, n. 4, p. 296, doi. 10.1177/00400599211018836
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- Article