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TEC+ is an online complement to TEACHING Exceptional Children. TEC+ articles not only describe how to integrate technology in the classroom to support the needs of students with disabilities, but also demonstrate this integration by providing interactive embedded material and downloadable resources.

Access TEC+ archives below:

Adapting Mathematics Core Curricula to Meet the Needs of Students with Disabilities

David H. Allsopp, Jennie L. Farmer, David Hoppey, and Brandi Leigh Kamp

TEACHING Exceptional Children, 45(4), March/April 2013

In today’s 21st-century classroom, mathematics instruction is increasingly structured around STEM (science, technology, engineering, mathematics) initiatives. This article provides guidelines to assist general and special education teachers in evaluating their schools’ adopted core mathematics texts and programs within the context of what is known to work, especially for students with disabilities. The authors provide tips on what to adapt, what elements to alter, and what else to include to ensure instruction meets the needs of all students.

Do it Yourself: Video Self Modeling Made Easy

Kavita Rao, Caryl H. Hitchcock, Precille C. Boisvert, Elizabeth Kilpatrick, and Cheryl Corbiell

TEACHING Exceptional Children, 45(1), September/October 2012

Today’s laptop, desktop, digital camera, tablet, and smartphones provide users accessible and easy-to-use tools to capture, edit, and share video. Video self-modeling (VSM), used for academic and behavior skill development, is one of many ways teachers and students use video. With its growing popularity, teachers and students are seeking simple methods for creating videos. This article offers tips, tools, directions, and video examples providing step-by-step details to capture, edit, and create your own VSM.

Power-Assisted Writing for Science: Developing Expository Writing in a Multimedia Environment

Caryl Hitchcock and Kavita Rao

TEACHING Exceptional Children, 46(1), September/October 2013

Competency in writing, especially in the STEM (science, technology, engineering, and mathematics)-based curriculum, is and will continue to be a highly valued 21st-century skill. This article provides a step-by-step overview of the Power-Assisted Writing for Science (PAWS) process, a protocol designed to engage students in learning and to support them in developing and expressing their knowledge about scientific concepts and processes. The PAWS process, combined with technology-based solutions, supports students as they seek to generate expository, descriptive, and argumentative text.

Specially Designed Vocabulary Instruction in the Content Areas: What Does High Quality Instruction Look Like?

Michael J. Kennedy, John Wills Lloyd, Mira Cole, and Emily Ely

TEACHING Exceptional Children, 45(1), September/October 2012

Students with disabilities need systematic access to high quality, evidence-based instruction. Vocabulary is critical to students’ success at the secondary level because of its role in comprehending narrative and expository text. This article provides descriptions and examples of ways to integrate evidence-based vocabulary practices during mathematics, social studies, science, and language arts instruction, along with a new planning framework to aid in the design and delivery of vocabulary instruction.

Universal Design for Learning (UDL) in Action: The Smart Inclusion Toolkit

Alexandra Dunn and Luis F. Perez

TEACHING Exceptional Children, 45(2), November/December 2012

This article offers tips and ideas for teachers seeking to make their classroom instruction accessible to all learners, presenting a “smart inclusion toolkit” to guide UDL application and collect data to determine how successful these efforts are. The authors also examine ways to further integrate growing technology solutions (e.g., iPad, apps). Focused on elementary-age learners with more significant language and learning needs, the information presented provides guidance for teachers of a variety of grades and learners.