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Research-Based Practices for Teaching Students with ...

Research-Based Practices for Teaching Students with disabilities : A Resource for Supporting & Evaluating General and Special Education Teachers of Students with disabilities The following table identifies major categories of Research-Based Practices for Teaching Students with disabilities (Column 1), including Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavior Interventions and Supports (PBIS), and Assistive Technology (AT), as well as Research-Based instructional Practices for Students with all levels of disabilities , as well as ELLs with disabilities . In addition, it provides specific examples (though not exhaustive) of Research-Based best Practices when Teaching Students with disabilities (Column 2) and how teacher evaluators can identify evidence of these Practices in classroom observation, teacher conferences or other sources of evidence (Column 3).

Students with Disabilities Specific Examples Source: e.g, Classroom Observation, Teacher Conference General Strategies for Students with Learning Disabilities and Other Disabilities (Vaughn, Bos and Schumm, 2007; Marzano, et. al., 2001; Tomlinson and McTighe, 2006) Control of task difficulty Teach at the student’s instructional level

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Research-Based Practices for Teaching Students …

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Research-Based Practices for Teaching Students Performing Below Grade Level Specific Examples Data Sources: e.g, Classroom Observation Citations/ References quality core instruction that meets the needs of most (80%) students 2. Secondary prevention for the remaining 20%, including evidence-based intervention in small groups 3. Tertiary ...

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