Zobrazeno 1 - 10
of 55
pro vyhledávání: '"Virginia L. Walker"'
Publikováno v:
International Journal of Developmental Disabilities. 69:13-28
Publikováno v:
International Journal of Developmental Disabilities. :1-12
Publikováno v:
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 46:146-161
Students with extensive support needs (ESN) benefit from inclusion in general education settings with their same-age peers. Many teachers, however, report feeling overwhelmed and underprepared to effectively educate students with ESN within general e
Publikováno v:
Psychology in the Schools.
Publikováno v:
TEACHING Exceptional Children. 55:152-154
Publikováno v:
Journal of Special Education Technology. 38:174-186
Although special education teachers are expected to implement evidence-based practices, teachers of students with extensive support needs have reported challenges in identifying and implementing effective practices to meet the unique needs of their s
Publikováno v:
Psychology in the Schools. 59:1623-1642
Publikováno v:
Focus on Autism and Other Developmental Disabilities. 37:227-238
There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is throug
Autor:
Virginia L. Walker, Robert C. Pennington, Natalie R. Andzik, Melissa C. Tapp, Andy Masud-Werner
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 47:57-64
Many students with extensive support needs (ESN) benefit from specific instruction as well as a range of communication supports to develop effective communication repertoires and fully participate in their educational experience. Although evidence-ba
Publikováno v:
Remedial and Special Education. 44:73-85
Although behavior analytic practices have been widely applied in schools to support students with disabilities, there remains limited guidance concerning utilization of these practices in inclusion-oriented schools and, more specifically, the role of