Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education

By W. L. Heward. 2003

233 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/65e93a6b474a94f8bcb05cd8f18c1668bd1b1932

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Citations in the corpus

Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention (2007, background): “The authors note that the failure to train teachers in evidence-based practices has been partly because of debates over what constitutes evidence (Heward, 2003; and see Kratochwill et al., 2007).”
Autism and ABA: The Gulf Between North America and Europe (2015, background): “Skinner’s critique of methodological behaviourism) are preventing the light from the application of a science of behaviour (Heward 2003) reaching those who might benefit from its findings.”
Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card (2010, background): “Thus, many children with ADHD who receive special education services may be receiving these services inefficiently or incorrectly (Heward, 2003).”
Attitudes towards inclusion : gaps between belief and practice (2011, background): “Special education teachers supplement the work of general education teachers in regard to the specialist, individualised instruction that can improve the quality of outcomes for students with disabilities (Heward, 2003).”
Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes? (2005, background): “Similarly, Heward (2003) has noted the importance of direct measures of student behavior in the context of the natural environment.”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “Thus, it is easy to argue from research that explicit instruction, engaging guided practice, corrective feedback, and collecting and interpreting progress-monitoring data might be considered core competencies or high-leverage practices in special education (Heward, 2003; Swanson & SachseLee, 2000).”
Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities (2008, background): “Brown (2003), for example, shares research indicating that African American middle and elementary school children desire more meaningful personal relationships with their teachers; and in his qualitative study of 17 urban African American students, Howard (2001) found that they preferred teachers "w”
Behavioral Approaches to Classroom Management (2013, background): “Part of the problem in teacher training involves differences of opinion about what constitutes evidence and what does not (see Heward, 2003).”