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Advancing Instructional Practices for Students with Disabilities
Thu, April 9, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 2Session Type: Roundtable Session
Abstract
This session investigates how to design, implement, and sustain inclusive and evidence-based instructional practices for students with disabilities. Presenters analyze curricular modification patterns, leadership social networks in early reading interventions, and professional considerations of working memory in literacy instruction. These studies provide actionable insights into strengthening inclusive pedagogy through curricular modifications, data-informed decision-making, and attention to academic diversity.
Sub Unit
Chair
Papers
Towards Critically Inclusive Classrooms: Patterns and Predictors of U.S. Elementary Teachers’ Curricular Modification Priorities - Sarah A Caroleo, Brown University
Understanding our Impact: A Social Network Analysis of Early Reading Intervention Leadership for Students with Disabilities - Sarah Irvine Belson, American University; Danielle Gervais Sodani, American University; Anne Murphy Karabell, American University; Becky Nolin, District of Columbia Public Schools
Don’t Forget About Working Memory: Professionals’ Consideration of Working Memory and Basic Reading Skills Interventions for Students With or at Risk for Having a Learning Disability - David Antunes, Rutgers University
Empowering Exceptional Minds through Self-Determination - Sunaira Tejpar, Queen's University - Kingston; Julia Hale, Queen's University - Kingston; Ian A. Matheson, Queen's University - Kingston