A Study on the Development of Instructional Adaptation Evaluation Indicators for Students with Mild Disabilities in Secondary Inclusive Classrooms

2016 ◽  
Vol 51 (2) ◽  
pp. 115-135
Author(s):  
Hyunsoo Kwon ◽  
Keyword(s):  
Inclusive Classrooms ◽  
Mild Disabilities ◽  
Instructional Adaptation

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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