As technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.

The ability to measure the results of professional development programs and activities remains an elusive goal for most educators in rural settings. While students in classrooms continue to face extensive assessment requirements related to the attainment of educational content outcomes, there has been little effort to assess the impact of professional development designed to enhance the effectiveness of educational professionals who carry the major responsibility for the facilitation of learning outcomes for all learners. These issues sometimes become more difficult to address in rural schools if there are limited resources and support services. To realize the benefits of effective professional development, assessment approaches that link the effectiveness of such efforts to increasing student achievement are described. In this article, the prevailing approaches to professional development in rural schools are identified with evidence about best practices also provided.

No abstract

No abstract

The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that may affect a student's transition to postsecondary life. This article blends research in the areas of transition-focused planning and behavior into a framework that can be used for the development of transition-focused behavior intervention plans. Case study application strategies are presented, along with guidelines for practitioner implementation.

<p><em>The authors of this study examined data from the Special Education Elementary Longitudinal Study (SEELS) regarding school settings, time students spent in each setting, and opportunities for social interactions experienced by students with multiple disabilities. Findings suggest that over a span of six years, students in the US spent an increasing amount of time in resource or pull-out settings. This resulted in students spending less time with their general education peers but also less time in self-contained special education classrooms. Results also indicated that the opportunities for social interactions experienced by students with multiple disabilities increased in all settings and typical students are now spending more time with students with multiple disabilities. The data also revealed that social interactions increased for all students but when students spent a majority of their day in the general education setting, the increase was at a significantly higher rate. This leads us to understand the need to prepare all students to be prepared to exit school into adult life. Interacting with typical students will increase their ability to interact and understand the need for socially acceptable behavior. </em></p>

One-on-one instructional procedures have been viewed as highly effective for students with diverse needs. Unfortunately, these procedures are infrequently implemented, and when they are, it is often for only a few minutes (Vaughn, Moody, & Schumm, 1998).Peer and cross-age tutoring have become effective strategies to meet the diverse needs of students (Cohen,