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Topics |
| 50th Anniversary of the Teacher Education Division of CEC Annual Convention |
Exceptional Children |
| A Bridge to Where? Self-Determination, Transition, and Quality of Life |
Self-Determination, Transition |
| A System for Creating and Managing Reusable Learning Objects |
Instructional Technology, Leadership & Administration |
| Acceptance and Research Highlight |
Law, Policy, & School Reform, Positive Behavior Support |
| Accessing the curriculum for all learners via technology |
Access to the General Curriculum, Assistive Technology, Instructional Technology |
| Achieving Access to the General Education Curriuclum for Students with Intellectual Disability: The Role of Self-Determination and Technology. |
Access to the General Curriculum, Developmental Disabilities, Self-Determination |
| Addressing consideration in mathematics instruction via technology solutions |
Instructional Technology |
| Adults with Intellectual Disabilities Living Inclusive and Self-Determined Lives through Individual Control of Funding and Creative Use of Resources: 'Nuts and Bolts' of Supports to Make it Happen |
Adolescents & Young Adults, Self-Determination |
| ALL means ALL: Technology-based tools for the classroom |
Assistive Technology, Instructional Technology |
| An Evidence Base for Self-Determination |
Evidence-Based Interventions, Self-Determination |
| Animated Alphabet (TM): Evidence for Effectiveness? |
Early Childhood, Reading & Literacy |
| Applying and RTI logic in secondary school settings |
Evidence-Based Interventions, Positive Behavior Support, Reading & Literacy |
| Applying response to intervention models in secondary schools |
Evidence-Based Interventions, Reading & Literacy |
| Assistive technology considerations. |
Assistive Technology |
| Assistive/Instructional technology solutions for individuals with Down syndrome |
Assistive Technology, Developmental Disabilities, Instructional Technology |
| AT as IT: Technology Preparation in Teacher Education |
Assistive Technology, Instructional Technology, Teacher Education |
| Autism spectrum disorders: Characteristics and intervention strategies |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Behavior management and interventions for students with autism spectrum disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Best Practices in Transition: Getting from Compliance to Quality Services |
Transition |
| Best Practices in Transition: Getting from Compliance to Quality Services |
Transition |
| Blending Assessment with Instruction Program in Mathematics |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics, Curriculum Coordinators |
Leadership & Administration |
| Blending Assessment with Instruction Program in Mathematics, Curriculum Coordinators |
Leadership & Administration |
| Children and youth with Asperger disorder: Effective methods and strategies |
Autism Spectrum Disorders |
| Children's School Success (CSS): Child outcomes from three years of research |
Early Childhood |
| Children's School Success (CSS): Child outcomes from three years of research |
Early Childhood |
| Collecting Data, Showing Progress; and Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004 |
Transition |
| Communities of Practice: A Web-based Method for Educating Families and Practitioners Concerning Policy and Practice in Early Intervention |
Families, Instructional Technology, Law, Policy, & School Reform |
| Creating Quality Practicum Experiences for Deaf and Hard of Hearing Student Teachers |
Deaf Education, Teacher Education |
| Current trends in the education of children and youth with EBD |
Behavioral/Emotional Disabilities, Evidence-Based Interventions |
| Data-based assessment and management programming for students with special needs |
Assessments, Behavioral/Emotional Disabilities, Developmental Disabilities |
| Developing district and state policy to promote adolescent literacy |
Reading & Literacy |
| Developing programs for struggling adolescent learners in urban schools |
Diversity, Evidence-Based Interventions, Reading & Literacy |
| Developing Systems of Professional Development in Transition: Resources & Strategies |
Transition |
| Developing universally design guides: Technology solutions. |
Instructional Technology |
| Differentiating Instruction in Reading and Writing Using Accessible Technologies |
Instructional Technology |
| Differentiating Instruction in Science and Mathematics Using Technology-based Solutions |
Instructional Technology |
| Disability studies and ethical practice: Proposed standards for educational researchers. |
Law, Policy, & School Reform |
| Early Childhood Family Support Community of Practice: Fostering Evidence-Based Action |
Early Childhood, Families |
| Early Childhood Family Support Community of Practice: Fostering Wisdom-Based Action |
Early Childhood, Families |
| Early Childhood Special Education/Early Intervention Standards: Validation Process |
Early Childhood |
| Educational programming for students with emotional/behavioral disorders in an era of accountability |
Behavioral/Emotional Disabilities, Online Learning |
| Effective educational practices for young children with autism spectrum disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Effective practices and strategies for children and youth with Asperger Disorder. |
Autism Spectrum Disorders |
| Effective Practices during Transition: Does Preparation Make a Difference? |
Transition |
| Effective practices for children and youth with Asperger disorder. |
Autism Spectrum Disorders |
| Effective practices for educating students with autism and Asperger Syndrome |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Effective practices for students with autism spectrum disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Effective Strategies in Retaining Special Education Teachers |
Leadership & Administration, Teacher Education |
| Effective transitions of struggling students from middle to high school settings |
Reading & Literacy |
| Effects of interactive video conferencing on teacher education students' knowledge of special education |
Instructional Technology, Teacher Education |
| Emerging Trends in Public Policy |
Law, Policy, & School Reform |
| Employment and Self-Determination |
Self-Determination, Transition |
| Enhancing Family Quality of Life: Thinking and Acting Wisely |
Families |
| Enhancing Mathematics Instruction and Learning Through the Use of Technology |
Instructional Technology |
| Everyone belongs: Encouraging self-determination in inclusive environments |
Self-Determination |
| Evidence Based Strategies and Students with Autism Spectrum Disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Evidence-based interventions and strategies for students with autism spectrum disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Evidence-based practices + Response to Intervention = Technology-based solutions |
Evidence-Based Interventions, Instructional Technology |
| Evidence-based practices and students with autism spectrum disorders: Issues and challenges |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Evidence-based practices for students with autism spectrum disorders |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Factors that influence the implementation of a new curriculum: Results from two years of implementation |
Evidence-Based Interventions |
| Factors that influence the implementation of a new curriculum: Results from two years of implementation |
Early Childhood |
| Family Quality of Life as an Outcome of Services for Families of Persons with Disabilities: Next Steps in Research and Measurement |
Families |
| Family Quality of Life: From Conceptualization to Theory |
Families |
| Family Quality of Life: Research Supply and Research Demand |
Families |
| Family routines based assessment for planning early intervention in the natural environment. |
Early Childhood, Families |
| Family, School, and Community Collaboration: Multicultural Consideration in Sustaining Successful Partnerships |
Diversity, Families, Teacher Education |
| Full engagement: Universally designed technology solutions. |
Instructional Technology |
| Functional behavioral assessment and management planning for students with disbilities |
Assessments, Behavioral/Emotional Disabilities |
| Future Policy Opportunities and Challenges: Supporting Families and Advancing Their Control |
Families, Law, Policy, & School Reform |
| Future Trends in Consumer Expectations and Demands |
Families |
| Getting to the Front Lines: Evaluating Comprehensive Personnel Preparation for Secondary Special Education & Transition |
Teacher Education, Transition |
| High quality learning environments for four year old children at risk for school failure |
Early Childhood |
| High school dropouts: The problem potential solutions |
Law, Policy, & School Reform, Reading & Literacy |
| Identifying, Prioritizing & Action Planning Community Transition Resources and Needs |
Transition |
| Impact of Transition Preparation on Post-Secondary Success |
Transition |
| Implementing the Age Appropriate Transition Assessment Requirements of IDEA 2004 |
Transition |
| Inspired Learning: Understanding the impact of Inspiration/Kidspiration on students with exceptionalities |
Instructional Technology |
| Inspiring graphic organizers. |
Instructional Technology |
| Issues, trends and scientifically-based practices for children and youth with Asperger disorder. |
Autism Spectrum Disorders |
| Leveraging literacy resources at the district level to improve academic outcomes |
Law, Policy, & School Reform, Reading & Literacy |
| Leveraging technology innovations to improve professional development |
Instructional Technology |
| Living Inclusive and Self-Determined Lives |
Families, Self-Determination |
| Low & Mid tech tool solutions. |
Instructional Technology |
| Medicaid and Developmental Disabilities |
Developmental Disabilities, Law, Policy, & School Reform |
| Moving from the elementary to the middle/junior high school: Transition tips and other strategies. |
Transition |
| Neuropsychological impairment following hemorrhagic thalamic arteriovenous malformation: Educational implications |
Physical/Health Related Disabilities |
| Online Professional Development for Transition: Evaluating the Effectiveness |
Online Learning, Teacher Education, Transition |
| Organizational and Study Skills for Students with Autism Spectrum Disorders, |
Access to the General Curriculum, Autism Spectrum Disorders, Teacher Education |
| Our Town: The Supreme Court Encounters Disability |
Law, Policy, & School Reform |
| Partnering with States to Improve Transition Services: Online and In-Person Approaches |
Online Learning, Transition |
| Partnerships between Family and Educators |
Law, Policy, & School Reform |
| Postcards From the Edge: Strategies for Effective Transition for 18-21 Year Old Students |
Transition |
| Preparing Principals and Superintendents as Special Education Leaders: A Capacity Building Approach to the Elimination of Special Education Administrators |
Leadership & Administration |
| Principals and superintendents as special education leaders and disability advocates. |
Leadership & Administration |
| Principals and superintendents as special education leaders: Capacity building in response to disappearing special education administration. |
Leadership & Administration |
| Promoting academic engagement and communication of students with Autism Spectrum Disorder in inclusive settings. |
Access to the General Curriculum, Autism Spectrum Disorders |
| Promoting the Self-Determination of Adolescents and Young Adults with Disabilities |
Adolescents & Young Adults, Self-Determination |
| Promoting the Self-Determination of Students with and Without Disabilities in the General Education Classroom |
Self-Determination |
| Pursuing quality through collaborative teaching in educational administration: Preparing building and district level special education leaders. |
Leadership & Administration |
| Putting it all together: The AT assessment process. |
Assessments, Assistive Technology |
| Raising the bar and closing the gap-Building the Environment for secondary literacy success |
Reading & Literacy |
| Response to Intervention (RtI) Model of Continuum of Support: The Kansas-Illinois Tertiary Demonstration Center |
Law, Policy, & School Reform, Positive Behavior Support |
| Response to Intervention + Technology = Effective Interventions |
Instructional Technology |
| Response to Intervention + Technology = Evidence-based Solutions |
Evidence-Based Interventions, Instructional Technology |
| RtI and School Reform: A Context for Schoolwide Positive Behavior Support |
Law, Policy, & School Reform, Positive Behavior Support |
| RTI in high school settings: Is it workable? |
Evidence-Based Interventions, Reading & Literacy |
| School-Business Partnerships: An Overview |
Transition |
| Selecting and implementing effective programs and strategies for children and youth with autism spectrum disorders |
Autism Spectrum Disorders |
| Self-Determination Across the Life Span: Independence and Choice for People with Down Syndrome |
Self-Determination |
| Self-Determination and Students with Autism Spectrum Disorders: Instructional and Assessment Strategies |
Assessments, Autism Spectrum Disorders, Self-Determination |
| Self-Determination and Universal Design for Learning: A Framework for the Third Generation of the Inclusion Movement |
Self-Determination |
| Self-Determination and Vocational Planning in Persons with Disabilities |
Transition |
| Self-Determination and Vocational Planning in Persons with Disabilities |
Transition |
| Self-Determination, Universal Design for Learning, and the Third Generation of the Inclusion Movement |
Self-Determination |
| Self-Determination: Instructional and Assessment Strategies |
Assessments, Self-Determination |
| Strategies and interventions for children and youth with Asperger Disorder |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Strategies for conducting randomized controlled studies in urban high school settings |
Diversity, Law, Policy, & School Reform, Reading & Literacy |
| Strategies for mobilizing state agencies to improve adolescent literacy outcomes |
Law, Policy, & School Reform, Reading & Literacy |
| Students with autism spectrum disorders: Learner characteristics and effective practices |
Autism Spectrum Disorders, Evidence-Based Interventions |
| Supporting successful transitions and school outcomes for children with disabilities and their families |
Early Childhood |
| Technology across the spectrum: Considerations for the students with Autism. |
Autism Spectrum Disorders, Instructional Technology |
| Technology adaptations for the general education classroom. |
Instructional Technology |
| Technology adaptations for the student with learning disabilities. |
Instructional Technology, Learning Disabilities |
| Technology and teacher education: Issues relevant to future preparation. |
Instructional Technology, Teacher Education |
| Technology solutions for the functional curriculum: Offering meaningful access. |
Assistive Technology, Instructional Technology |
| Technology solutions for the left behind reader: Literacy & the 7-12 learner. |
Assistive Technology, Instructional Technology, Reading & Literacy |
| Technology solutions for the left behind reader: Literacy & the K-6 learner |
Assistive Technology, Instructional Technology, Reading & Literacy |
| Technology solutions for the left behind reader: Literacy & the K-6 learner. |
Instructional Technology, Reading & Literacy |
| Technology to Promote Self-Determination |
Assistive Technology, Self-Determination |
| Technology-based solutions for students on the Autism Spectrum Disorder. |
Assistive Technology, Autism Spectrum Disorders, Instructional Technology |
| Technology-based solutions for the general education content. |
Instructional Technology |
| Technology-rich Case Studies + Teacher Education = Highly Qualified/Effective Teachers |
Instructional Technology, Teacher Education |
| The current state of autism intervention |
Autism Spectrum Disorders, Evidence-Based Interventions |
| The Future is NOW!: Life Truly is Bigger Than We Ever Dreamed |
Families |
| The impact of writing solutions on students with disabilities: A technology pilot study. |
Instructional Technology |
| The Schoolwide Applications Model (SAM) an RtI-Driven Approach to School Reform. |
Law, Policy, & School Reform, Positive Behavior Support |
| The Schoolwide Applications Model (SAM): An RtI-Driven Approach to School Reform |
Law, Policy, & School Reform |
| The Schoolwide Applications Model (SAM): An RtI-Driven Approach to School Reform |
Law, Policy, & School Reform |
| Title Utilizing Support Brokerage as a Component of a Comprehensive Approach to Supports Coordination |
Families, Transition |
| To praise or not to praise: An argument for descriptive commenting |
Early Childhood |
| Using Online Training & Resources for Statewide Professional Development |
Online Learning, Transition |
| Using Technology to Promote the Self-Determination of Youth with Cognitive Disabilities |
Assistive Technology, Developmental Disabilities, Self-Determination |
| What every teacher needs to know about special education technology |
Assistive Technology, Instructional Technology |
| Working with Children with Autism Spectrum Disorders in Educational Settings |
Autism Spectrum Disorders |
| Writing made easy: SOLO, Word processing and computer-based applications. |
Assistive Technology, Instructional Technology, Reading & Literacy |
