Skip to content
- Peer-assisted learning and self-management
· Beasler, Kirsten. “Guideline for Serving Students with Emotional Disturbance in Educational Settings.” North Dakota Department of Public Instruction, 26 September, 2016, https://files.eric.ed.gov/fulltext/ED594653.pdf.
· Peer-assisted and self-management are both well-researched strategies. They have been found to improve social skills that some students with disabilities may be lacking.
· These strategies have been proven to work well across grade levels
· These strategies can be implemented in numerous ways. For peer-assisted strategy, the teacher can put students with disabilities with other students so both can work together on a project or an assignment. If the student with a disability is confused or has a harder time completing assignments on their own, they have their classmates to get assistance from. For self-management, if there is a student with behavioral problems, the teacher and the student can sit down and write out goals to improve his or her behavior. They will write out a step-by-step plan on how to reach that goal and keep it with them throughout the day.
- Pull-out Therapy
· Anaby, Dana R., et al. “Recommended Practices to Organize and Deliver School‐based Services for Children with Disabilities: A Scoping Review.” Child: Care, Health & Development, vol. 45, no. 1, Jan. 2019, pp. 15–27. EBSCOhost, doi:10.1111/cch.12621.
· This practice coincides with therapeutic approaches that have been used in pediatric rehab and have been proven to work in encouraging a child’s function and participation.
· This method is mainly used for elementary through high school but can also be used in college and university classrooms.
· If a child has a speech disorder, they can be pulled out during reading time or after school to help improve their speaking skills. Another example would be creating small groups for students who may be struggling with the same concepts or subjects. This would also be beneficial in that it will encourage social skills and make students feel less isolated.
- Response Cards
· Duchaine, Ellen L., et al. “Increase Engagement and Achievement with Response Cards: Science and Mathematics Inclusion Classes.” Learning Disabilities — A Contemporary Journal, vol. 16, no. 2, Fall 2018, pp. 157–176. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=136134308&site=ehost-live.
· There has been much research done showing the effectiveness of Response Cards in elementary classrooms. It engages the students and provides teachers immediate feedback from the students.
· Elementary and middle school
· A teacher can play a game of true or false and call out facts, such as history facts, and students can hold up either the true sign or false sign. The teacher will give the answers at the end. This will help the students recall important facts and keep them engaged.
- Direct Instruction
· Kinder, D., Kubina, R., & Marchand-Martella, N. (n.d.). Special Education and Direct Instruction: An Effective Combination. Retrieved March 26, 2021, from http://ecommerce-prod.mheducation.com.s3.amazonaws.com/unitas/school/explore/blog/special-education-and-direct-instruction-an-effective-combination.pdf
· This strategy has a lot of research done to prove the effectiveness and improvement of students academically and socially. Students have cues and opportunities to socialize and grow their social-emotional skills. Whilst doing this students take small steps toward mastery or the goal being achieved.
· All grade levels
· There are many ways to implement this strategy, like small groups and constant interaction between students and teachers. With doing this students are constantly engaged in the content and being in small groups helps one gain stronger social skills.
· Martel, H. A. (2009). Effective Strategies for General and Special Education Teachers. Retrieved March 26, 2021, from https://commons.emich.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1251&context=honors
· Research shows that students in a classroom with more than one teacher can benefit from having more than one viewpoint on a topic. This strategy will help special needs students with getting stronger academically and gaining better communication skills.
· All grade levels would benefit from a co-taught classroom.
· One way to implement this strategy is to have one teacher teaching while the other is walking around the room helping other students out. With doing this the students can hear things from someone else other than the same person all the time.