academic skills special education

Functional Skills: Skills to Help Special Education Students Gain Independence

• Applied Behavior Analysis
• Behavior Management
• Lesson Plans
• Math Strategies
• Reading & Writing

Social Skills

• Inclusion Strategies
• Individual Education Plans
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Homeschooling
• M.Ed., Special Education, West Chester University
• B.A., Elementary Education, University of Pittsburgh

Functional skills are those skills a student needs to live independently. An important goal of special education is for our students to gain as much independence and autonomy as possible, whether their disability is emotional, intellectual, physical, or a combination of two or more (multiple) disabilities. Skills are defined as functional as long as the outcome supports the student's independence. For some students, those skills may be learning to feed themselves. For other students, it may be learning to use a bus and read a bus schedule. We can separate the functional skills as:

Life Skills

Functional academic skills, community-based learning skills.

The most basic of functional skills are those skills that we usually acquire in the first few years of life: walking, self-feeding, self-toileting, and making simple requests. Students with developmental disabilities, such as Autism Spectrum Disorders, and significant cognitive or multiple disabilities often need to have these skills taught through modeling, breaking them down, and the use of Applied Behavior Analysis. The teaching of life skills also requires that the teacher/practitioner complete appropriate task analyses in order to teach the specific skills.

Living independently requires some skills which are considered academic, even if they do not lead to higher education or the completion of a diploma. Those skills include:

• Math Skills  - The functional math skills include telling time, counting and using money, balancing a checkbook, measurement, and understanding volume. For higher functioning students, math skills will expand to include vocationally oriented skills, such as making change or following a schedule.
• Language Arts -   Reading begins as recognizing symbols, progressing to reading signs (stop, push), and moves on to reading directions. For many students with disabilities, they may need to have reading texts supported with audio recordings or adults reading. By learning to read a bus schedule, a sign in a bathroom, or directions, a student with disabilities gains independence.

The skills a student needs to succeed independently in the community often have to be taught in the community. These skills include using public transportation, shopping, making choices in restaurants, and crossing streets at crosswalks. Too often parents, with the desire to protect their disabled children, over-function for their children and unknowingly stand in the way of allowing their children to acquire the skills they need.

Social skills are usually modeled, but for many students with disabilities, they need to be carefully and consistently taught. In order to function in the community, students need to understand how to interact appropriately with different members of the community, not only family, peers, and teachers.

• Functional Math Skills That Support Independence
• How Social Skills Can Lead to Academic Success
• Hand Over Hand Prompting for Children With Disabilities
• Mathematics for Special Education: Skills for Primary Grades
• Ideas for Teaching Life Skills in and out of the Classroom
• Social Skill Resources for Special Education
• Generalization Is the Ability to Use Skills Across Environments
• Testing and Assessment for Special Education
• What is Special Education?
• Multi-Sensory Instruction in Math for Special Education
• Introduction to Special Education Resource Rooms
• Project Based Learning for Special Education and Inclusion
• 6 Methods for Teaching Money Counting Skills
• The Gold Standard for Special Education Teachers
• IEP Goals for Progress Monitoring
• Behavior and Classroom Management in Special Education

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Instruction

Table of contents.

HLP 11 Identify and prioritize long and short term learning goals.

HLP 12 Systematically design instruction toward a specific learning goal.

HLP 13 Adapt curriculum tasks and materials for specific learning goals.

HLP 14 Teach cognitive and metacognitive strategies to support learning and independence.

HLP 15 Provide scaffolded supports.

HLP 16 Use explicit instruction

HLP 17 Use Flexible Grouping.

HLP 18 Use strategies to promote active student engagement.

HLP 19 Use assistive and instructional technologies.

HLP 20 Provide intensive instruction.

Excerpts from © 2019 by the Council of Chief State School Officers, Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities, except where otherwise noted, is licensed under a Creative Commons Attribution 4.0 International License http://creativecommons.org/licenses/by/4.0 (CC BY).

The Education for All Handicapped Children Act of 1975 marked an historic win for civil rights when the doors to public education were opened for all students. For the first time, children with disabilities had access to a public education and the hope of a productive and fulfilling future. Today, the Individuals with Disabilities Education Act of 2004 (IDEA), the most recent iteration of that law, aims to deliver on that promise; namely, that all students with disabilities have equitable access to a free appropriate public education (FAPE) in the least restrictive environment. Along with the reauthorization of IDEA came a shift for states to move to a results-based accountability system and an emphasis on improving academic outcomes for students with disabilities and away from a strict compliance focus.

The Every Student Succeeds Act of 2015 (ESS A), the recently reauthorized Elementary and Secondary Education Act of 1965, also aims to deliver on that promise; namely that all students, across all backgrounds and circumstances, are provided the opportunity to receive a high-quality education. While responding to the various federal laws has traditionally led to silos within state education agencies (SEA), under these two pieces of federal legislation the alignment between ESSA and IDEA is strengthened and provides an important opportunity to deliver on the promise of equitable and ambitious outcomes for students with disabilities. However, effectively preparing students with disabilities for life after high school remains a challenge for states as evidenced by the significant educational achievement and opportunity gaps that persist between students with disabilities and their non-disabled peers.

The Every Student Succeeds Act (ESSA) prioritizes the needs of all students, meaning tha t every student with a disability is, first and foremost, a general education student.

This includes ensuring that all educators are prepared to provide all students, including students with disabilities, with excellent differentiated instruction, services, and supports. State leaders have an opportunity to develop clear terminology and definitions for what constitutes a high-quality individualized education program (IEP) and s trategies to ensure positive outcomes for students with disabilities mandated by IDEA

To deliver on that promise, students with disabilities are provided with an individualized education program (IEP). The IEP is developed to ensure that a child who has a disability identified under the law, requires special education, and is attending an elementary or secondary school receives specially-designed instruction and related services

In a landscape where students with IEPs are increasingly included in general education classrooms, states must ensure that all educators, teachers, leaders, and school staff, are prepared to provide these students with high quality instruction and appropriate individualized services and supports. What constitutes excellent instruction for a majority of students is not always effective for students with disabilities. However, when educators incorporate high-leverage and evidence-based practices, specialized instruction, and intensive interventions, students with disabilities can be successful and progress in the general education classroom.

Although an IEP is a vehicle for providing a free appropriate public education to students with disabilities, it will only enable a student to receive that education insofar as the people responsible for its execution are prepared to respond effectively to students’ learning needs through effective instruction, the identification and provision of appropriate services and supports, the measurement and monitoring of student progress , and a clear expectation of family engagement throughout the process.

The IEP is developed to ensure that a child who has a disability … receives specially-designed instruction and related services.

• incorporate high-leverage and evidence-based practices.
• specialized instruction
• intensive interventions
• appropriate services and supports
• measurement and monitoring of student progress
• clear expectation of family engagement
• implement a *multi-tiered system of supports (MTSS) with a focus on the “whole child”

* A multi-tier system of supports is a proactive approach that has several common key elements: universal screening, systems of increasingly intensive supports and interventions, progress monitoring, team-based problem solving, and data-decision making. It uses evidence based practices and interventions and is generally a school or district-wide approach that emphasizes family engagement. Done well, MTSS serves as a comprehensive system of supports that provides for swift responses to student academic and behavioral needs by utilizing real-time data to monitor growth and make informed decisions for all students, including those with the most significant cognitive disabilities. Implementing a comprehensive MTSS meets both the requirements of ESSA and IDEA by aligning internal and external resources to meet the needs of the wide spectrum of students.

Progress monitoring- Assessment data obtained from benchmark assessments, progress monitoring tools, and universal screeners viewed by teachers at the student level are particularly useful in demonstrating individual progress over time.

Adapted from McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children & CEEDAR Center.  (Permission is granted to reproduce and adapt any portion of this publication with acknowledgement)

Teaching students with disabilities is a  strategic, flexible, and recursive process as effective special education teachers use content knowledge, pedagogical knowledge (including evidence-based practice), and data on student learning to design, deliver, and evaluate the effectiveness of instruction. This process begins with well-designed instruction. This instruc­tion, when delivered with fidelity, is designed to maximize academic learning time, actively engage learners in meaning­ful activities, and emphasize proactive and positive approaches across tiers of instructional intensity.

Effective special education teachers base their instruction and support of students with disabilities on the best available evidence, combined with their professional judgment and knowledge of individual student needs. Teachers value diverse perspectives and incorporate knowledge about students’ backgrounds, culture, and language in their instructional decisions. Their decisions result in improved student outcomes across varied curriculum areas and in multiple educational settings. They use teacher-led, peer-assisted, student-regulated, and technology-assisted practices fluently, and know when and where to apply them. Analyzing instruction in this way allows teachers to improve student learning and their professional practice. (p. 69)

INSTRUCTION

Teachers prioritize what is most important for students to learn by providing meaningful access to and success in the general education and other contextually relevant curricula. Teachers use grade-level standards, assessment data and learning progressions, students’ prior knowledge, and IEP goals and benchmarks to make decisions about what is most crucial to emphasize, and develop long- and short-term goals accordingly. They understand essential curriculum components, identify essential prerequisites and foundations, and assess student performance in relation to these components.

Special education teachers develop learning goals for students on a long- and short-term basis; these goals determine the focus of instruction. Learning goals include those for students’ IEPs as well as for specific subjects (e.g., what to emphasize in math) or sub-areas (e.g., teaching particular concepts and skills in fractions, comprehension of expository text, linear measurement). In prioritizing these goals, teachers identify the most essential, powerful, equitable, and crucial learning outcomes.

All standards are not of equal importance (Chard, n.d.); the same can be said of conceptual understandings and skills. In addition, there is a need for out-of-level instruction for some students (L. S. Fuchs et al., 2015); teachers need to identify and prioritize students’ goals around critical content (Doabler et al., 2012) while linking to their present level of performance, strengths, and needs.

Teachers help students to develop important concepts and skills that provide the foundation for more complex learning. Teachers sequence lessons that build on each other and make connections explicit, in both planning and delivery.

They activate students’ prior knowledge and show how each lesson “fits” with previous ones. Planning involves careful consideration of learning goals, what is involved in reaching the goals, and allocating time accordingly. Ongoing changes (e.g., pacing, examples) occur throughout the sequence based on student performance.

Students with disabilities require more systematically designed instruction than their typically developing peers (Archer & Hughes, 2011). Researchers (e.g., Brophy & Good, 1986; Gersten, Schiller, & Vaughn, 2000; Marchand-Martella, Slocum, & Martella, 2004; Rosenshine & Stevens, 1986; Simmons, Fuchs, Fuchs, Mathes, & Hodge, 1995) have identified at least 16 elements of systematically designed instruction to include within and across lessons and units.

Three elements — clear instructional goals, logical sequencing of knowledge and skills, and teaching students to organize content —are essential core components of systematic instruction.

Teachers design instruction that will help students meet challenging yet attainable learning goals that are stated clearly, concisely, and in measurable terms (Hattie, 2008). Instructional content is selected and sequenced logically to support or scaffold student learning. Less complex knowledge and skills are taught before more complex outcomes, information that is used frequently in the curriculum is taught prior to content that appears less often, prerequisites are mastered before higher level knowledge and skills, unambiguous information is taught before less clear material, and content and skills similar in form or function are taught separately before students are required to make independent discriminations among them (Archer & Hughes, 2011). Teachers make explicit connections among content and skills within and across lessons to allow students to link prior and new knowledge; see relationships among facts, concepts, and principles; and organize content to maximize retention, deepen understanding, and facilitate application.

Teachers assess individual student needs and adapt curriculum materials and tasks so that students can meet instructional goals. Teachers select materials and tasks based on student needs; use relevant technology; and make modifications by highlighting relevant information, changing task directions, and decreasing amounts of material. Teachers make strategic decisions on content coverage (i.e., essential curriculum elements), meaningfulness of tasks to meet stated goals, and criteria for student success.

Special education teachers select and adapt curriculum materials and tasks so students with disabilities can meet their IEP goals. Special educators make modifications by highlighting relevant information, changing task directions, and adjusting content amount and depth (Vaughn & Bos, 2012). Material adaptations can include:

• Making substitutions for text material (e.g., audiotaping content, reading content aloud, using other media, working individually with students),
• Simplifying text (e.g., making abridged versions, providing outlines and summaries, using multilevel supports), and
• Highlighting key concepts and information (e.g., previewing content, developing study guides, summarizing or reducing content).

Teachers may substitute text material when students are unable to read and extract information independently and simplify and highlight content to facilitate comprehension.

Special education teachers also use content enhancements , a range of strategies to augment the organization and delivery of curriculum content so that students can better access, interact with, understand, and retain information (Bulgren, 2006; Deshler et al., 2001). Three examples of specific enhancements are graphic organizers, guided notes, and mnemonics.

Graphic organizers are visual–spatial arrangements of information containing words or concepts connected graphically to help students see meaningful hierarchical, comparative, and sequential relationships (Dye, 2000; Ellis & Howard, 2007; Ives, 2007). There are numerous web-based resources teachers can use in developing and customizing graphic organizers for classroom use.

Guided notes are “teacher-prepared handouts that ‘guide’ a student through a lecture with standard cues and prepared space in which to write the key facts, concepts, and/or relationships” (Heward, 1994, p. 304). These are designed to actively engage students during teacher-led instruction and provide models of complete and accurate note-taking that can be used to prepare for academic assessments.

Mnemonics are memory-enhancing strategies that help students recall large amounts of unfamiliar information or make connections between two or more facts or concepts (Wolgemuth, Cobb, & Alwell, 2008). Three commonly used mnemonic techniques are letter strategies (Kleinheksel & Summy, 2003), the keyword method, and peg word strategies (Mastropieri & Scruggs, 2010). Again, numerous web-based resources can help teachers create and customize mnemonics.

Teachers explicitly teach cognitive and metacognitive processing strategies to support memory, attention, and self-regulation of learning. Learning involves not only understanding content but also using cognitive processes to solve problems, regulate attention, organize thoughts and materials, and monitor one’s own thinking. Self-regulation and metacognitive strategy instruction is integrated into lessons on academic content through modeling and explicit instruction. Students learn to monitor and evaluate their performance in relation to explicit goals and make necessary adjustments to improve learning.

 Because students with disabilities do not typically use learning strategies to improve academic performance like their typically developing peers do, they must be taught explicitly to use strategies. Strategies are not step-by-step instructions; instead a strategy “is a heuristic that supports or facilitates the learner” in using higher order thinking skills (Rosenshine & Meister, 1992, p. 26). Newell (1990) noted that there are two layers of problem solving when using strategies; applying a strategy to a problem, and selecting and monitoring the effects of that strategy. Cognitive strategies (e.g., making predictions, summarizing, apply grammar rules, making meaning from context) are representative of the former, whereas metacognitive strategies (e.g., self-management and self-regulation, planning and monitoring) depict the latter. Strategies help students become “proficient problem solvers” (Montague & Dietz, 2009, p. 286) by teaching them how to self-monitor learning or behavior, recognize problem areas, create and execute solutions, and evaluate success. In short, cognitive strategy instruction teaches students how to learn (Jitendra, Burgess, & Gajria, 2011).

Strategies go across content and skill areas. Some examples of common cognitive strategies include:

• For reading comprehension , collabora­tive strategic reading (Vaughn et al., 2011) and text interaction strategies (e.g., summarizing, text structure, identifying the main idea; Jitendra et al., 2011);
• For writing , the self-regulated strategy development (SRSD) model (Harris & Graham, 2003; Santangelo, Harris, & Graham, 2008);
• For mathematics , enhanced anchored instruction (Bottge et al., 2015), Solve It (Krawec, Huang, Montague, Kressler, & de Alba, 2013), and schema-based instruction (Jitendra & Star, 2011);
• For retention and memory , keyword mnemonic strategies and letter strate­ Gies (Fontana, Scruggs, & Mastropieri, 2007); and
• For self-management, self-monitoring (Bruhn, McDaniel, & Kreigh, 2015) and SLANT (Ellis, 1991).

These strategies are effectively taught through explicit instruction, including structured and organized lessons, modeling, guided practice, progress monitoring, and feedback (Archer & Hughes, 2011). In the modeling stage, students observe the teacher using the strategy while thinking aloud to demonstrate how skilled problem solvers approach tasks. Think-alouds also help students build their metacognitive ability (i.e., the ability to think about their thinking; Montague & Dietz, 2009).

These strategies, when taught explicitly with modeling and guided practice, have been proven effective in multiple studies across content areas and disability types.

Scaffolded supports provide temporary assistance to students so they can successfully complete tasks that they cannot yet do independently and with a high rate of success. Teachers select powerful visual, verbal, and written supports; carefully calibrate them to students’ performance and understanding in relation to learning tasks; use them flexibly; evaluate their effectiveness; and gradually remove them once they are no longer needed. Some supports are planned prior to lessons and some are provided responsively during instruction.

Scaffolded supports are supports provided to students that are either preplanned or provide  “on the spot” and then faded or removed once they are not needed (Rosenshine, 2012); teachers gradually release or transfer responsibility to students (Pearson & Gallagher, 1983) as they become more proficient. Scaffolded supports can be provided in multiple forms including dialogue (e.g., modeling, hints, questions, partial completion of the task, informative feedback; Englert, Tarrant, Mariage, & Oxer, 1994; Palincsar & Brown, 1984), materials (e.g., cue cards, anchor charts, checklists, models of completed tasks; Rosenshine, 2012; Rosenshine & Meister, 1992), and technology (Putambecker & Hübscher, 2005). The term scaffolded instruction was introduced by Wood, Bruner, and Ross (1976) based on their study of parent– child interactions and defined by them as assistance from adults that “enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (p. 90). Scaffolding occurs within Vygotsky’s zone of proximal development (1978)—the distance between what a child can understand and do independently and what he or she can understand and do with assistance. Special education teachers use effective supports for student learning; to do so, the teacher must fully understand the task as well as students’ changing understanding and proficiency.

Teachers make content, skills, and concepts explicit by showing and telling students what to do or think while solving problems, enacting strategies, completing tasks, and classifying concepts. Teachers use explicit instruction when students are learning new material and complex concepts and skills. They strategically choose examples and non-examples and language to facilitate student understanding, anticipate common misconceptions, highlight essential content, and remove distracting information. They model and scaffold steps or processes needed to understand content and concepts, apply skills, and complete tasks successfully and independently.

Explicit instruction (EI) is a direct, structured, supportive, and systematic methodology for teaching academic skills (Archer & Hughes, 2011). When using EI, the teacher provides an explanation or model, guides students through application of the skill or concept, and provides opportunities for independent application of the skill or concept to ensure mastery (Mercer, Mercer, & Pullen, 2011).

Rosenshine (1983) developed a list of six fundamental teaching functions that incorporate principles of explicit instruction : r eview, presenting new content in small steps, using guided practice, providing corrective feedback, providing independent practice (both massed and distributed), and weekly/monthly cumulative reviews. When teachers use EI, academic learning time increases, which is strongly linked to student achievement (Archer & Hughes, 2011). In essence, explicit instruction is a set of teacher behaviors that have repeatedly shown to have a positive impact on student achievement, especially those who are struggling to learn.

When EI is used in the classroom, academic learning time is increased. Evidence supports the use of EI with all students (in both general and special education settings), across all ages and grade levels, and across content areas. EI can be used with all learners, but is essential for struggling learners.

Teachers assign students to homogeneous and heterogeneous groups based on explicit learning goals, monitor peer interactions, and provide positive and corrective feedback to support productive learning. Teachers use small learning groups to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. They choose tasks that require collaboration, issue directives that promote productive and autonomous group interactions, and embed strategies that maximize learning opportunities and equalize participation. Teachers promote simultaneous interactions, use procedures to hold students accountable for collective and individual learning, and monitor and sustain group performance through proximity and positive feedback.

Grouping patterns change often depending on lesson goals and objectives and may include (a) homogeneous and heterogeneous small groups, (b) pairs, (c) whole class, and (d) individual instruction (Hoffman,2002;Vaughn & Bos, 2012). Varied grouping arrangements are used flexibly to accommodate learning differences, promote in-depth academic-related interactions, and teach students to work collaboratively. Special education teachers must be skilled in using both homogeneous (same-ability) and heterogeneous (mixed-ability) small groups to help students meet explicit learning goals.

Homogeneous groups are used to provide focused, intensive instruction for students with common instructional strengths and needs and are configured to meet short-term goals and objectives (Cohen & Lotan, 2014).

Heterogeneous groups include students of varied knowledge and skill levels and can serve multiple instructional purposes. Special education teachers use small, mixed-ability groups to engage all students in grade-level content-related conversations, facilitate student thinking and communication skills, and improve interpersonal relationships among students with and without disabilities (Hattie, 2008; Kagan & Kagan, 2009). Teachers monitor small-group interactions, provide positive and corrective feedback, hold students accountable individually and collectively, and sustain group interactions through proximity and feedback.

Teachers use a variety of instructional strategies that result in active student responding. Active student engagement is critical to academic success. Teachers must initially build positive student–teacher relationships to foster engagement and motivate reluctant learners. They promote engagement by connecting learning to students’ lives (e. g., knowing students’ academic and cultural backgrounds) and using a variety of teacher-led (e.g., choral responding and response cards), peer-assisted (e. g., cooperative learning and peer tutoring), student-regulated (e.g., self-management), and technology-supported strategies shown empirically to increase student engagement. They monitor student engagement and provide positive and constructive feedback to sustain performance.

Student engagement lies at the heart of positive academic outcomes. The correlation between student engagement and academic achievement is consistently strong and significant (Brophy, 1986; Rosenshine, 1976). Engagement strategies ensure students are active participants in the learning process and the school environment. Strategies may include group (i.e. cooperative learning groups, peer-assisted learning) or individually focused structures (e.g., personalized positive feedback, enlisting strategies). In addition to strategies to increase participation, teachers use strategies to connect learning to students’ lives and increase students’ value of and interest in the school and feelings of belonging. Marzano and Pickering’s (2011) model of engagement organizes the essential components of engaging students around four questions that reflect the student’s perspective:

How do I feel? Student enthusiasm, enjoyment, and pride (among other emotions) increase student engagement (Skinner, Kindermann, & Furrer, 2008). Students need an environment where they feel safe and supported in order to engage in academic tasks. Students’ feelings of acceptance also play a role in their level of engagement. To address this, teachers:

• Ensure equity and fairness in academic opportunities, including responding to questions, receiving rigorous material, and playing games (Marzano & Pickering, 2011).
• Design the learning environment to encourage active student participation and attention (e.g. table and desk arrangement, group size, location of instruction).
• Build positive personal relationships with students (e.g., know students’ academic and cultural backgrounds; include students’ names in instruction, examples, and text such as word problems; connect instruction to students’ interests; Hattie, 2008).
• Provide positive feedback for students who are actively engaged and attentive (Hattie, 2008).

Am I interested? Student interest and choice are needed for students to be motivated and have ownership in their learning. Teachers:

• Incorporate student interest, choice, and physical movement (Dwyer, Blizzard & Dean, 1996; Dwyer, Sallis, Blizzard, Lazarus & Dean, 2001; Jensen, 2013).
• Keep the momentum of instruction and lesson pace appropriate for the attentional needs of students, including smooth transitions, effective use of instructional time, and effectively preparing students for independent tasks and activities (Emmer & Gerwels, 2006; Kubesch et al., 2009).

Is this important? Students must feel that what they are learning is worthwhile. Teachers need to be explicit in their instructional objectives and relate new information to knowledge students currently have.

Can I do this? Self-efficacy is necessary for a student to put forth effort and persist through difficult tasks. Students need to feel challenged and supported in order to attend to and complete tasks. Teachers:

• Have an awareness of students who are chronically disengaged and make an effort to build a relationship and use strategies to enlist students (e.g., teacher helper, mentoring, lunch buddies, encouragement; Archambault et al., 2009; Appleton et al., 2008; Christenson et al., 2001).
• Develop mastery measures for students to work towards, which is particularly important for students with disabilities who often are functioning on a different academic level than their same-age peers.

Effective student engagement practices hinge on the presence of positive teacher– student relationships and a climate that fosters community, ownership, and identity (Cornelius-White & Harbaugh, 2010; Jensen, 2013). Through his meta-analysis, Hattie (2008) found that teacher–student relationships have a substantial (0.72) effect size related to student achievement . Many other researchers have supported this finding (see Jackson, 2015). Hamre and Pianta (2006) emphasized the developmental nature of student engagement, finding that strong student–teacher relationships in kindergarten have robust effects on students’ school outcomes lasting through eighth grade.

Teachers select and implement assistive and instructional technologies to support the needs of students with disabilities. They select and use augmentative and alternative communication devices and assistive and instructional technology products to promote student learning and independence. They evaluate new technology options given student needs; make informed instructional decisions grounded in evidence, professional wisdom, and students’ IEP goals; and advocate for administrative support in technology implementation. Teachers use the universal design for learning (UDL) framework to select, design, implement, and evaluate important student outcomes.

Students with disabilities benefit when they have access to assistive technology devices and services, and when teachers use instructional technology to support their unique needs.

When discussing the role of technology for supporting individualized needs of students with disabilities, it is appropriate to consider the promise of universal design for learning (UDL ) for designing and delivering high quality instruction. (Basham & Marino, 2013; Rao, Ok, & Bryant, 2014). More recently, ESSA referenced universal design for learning (UDL) as a framework that should be considered when designing and delivering instruction and assessments for all students (see CAST, 2016). UDL is a broad framework that guides a teacher to consider multiple means of representation, engagement, and expression when writing lesson plans, delivering instruction, and evaluating learning (Rose, Meyer, & Hitchcock, 2005).

Teachers match the intensity of instruction to the intensity of the student’s learning and behavioral challenges. Intensive instruction involves working with students with similar needs on a small number of high priority, clearly defined skills or concepts critical to academic success. Teachers group students based on common learning needs; clearly define learning goals; and use systematic, explicit, and well-paced instruction. They frequently monitor students’ progress and adjust their instruction accordingly. Within intensive instruction, students have many opportunities to respond and receive immediate, corrective feedback with teachers and peers to practice what they are learning.

In a schoolwide tiered system of support, the highest level of support is intensive intervention . Typically, this level of inter­vention, commonly referred to as Tier 3 , is delivered by special educators, whereas supplemental intervention (Tier 2) is typically delivered by highly trained general educators. Tier 3 instruction is delivered through a process of data-based individualization (DBI) . Through DBI, teachers start with a validated supplemental intervention and use diagnostic and ongoing progress monitoring data to design highly individualized instruction and continually adapt the intervention and instruction in response to student performance (National Center on Intensive Intervention, 2013). These instructional adaptations comprise intensive instruction . Tier 2 supplemental instruction also uses a research-based intervention to address skill gaps for students below grade level and not making progress with differentiated core instruction. Tier 2 instruction is delivered to small, homogeneous groups of students (approximately four to seven students) and aims to address skills that are foundational to accessing grade-level content, in order to prevent further academic failure.

Tier 3 intensive instruction is highly individualized for students with severe and persistent learning needs who, according to the data, have not responded to evidence-based core instruction and supplemental intervention. Teachers incorporate evidence-based practices that have been proven effective for students with disabilities across all content areas including math, reading, writing and behavior. Intensive instruction integrates cognitive processing strategies; is explicit; integrates opportunities for feedback; and is responsive to student performance data (Baker, Gersten, & Lee, 2002; Santangelo, Harris, & Graham, 2007). Instruction is delivered to a small number of students (no more than three) with similar learning or behavioral needs (WWC, 2009a). Teachers group students based on common learning needs; clearly define learning goals; and use systematic, explicit, and well-paced instruction to address skill gaps.

Teachers use data to identify skills gaps and deliver instruction that is highly focused. Students are taught a small number of high priority, clearly defined skills or con­cepts crucial to their academic success (WWC, 2009a). Within intensive instruction, students have many opportunities to respond and receive immediate, corrective feedback with teachers and peers to practice what they are learning. Their progress is continuously monitored to determine the effectiveness of instruction, and teachers adjust instruction accordingly.

Through the DBI framework, special education teachers closely monitor the effectiveness of a supplementary intervention. When students are not making adequate progress with research-validated supplementary interventions, special educators first intensify instruction by decreasing the group size or increasing the instructional time (Vaughn, et. al., 2012). If these quantitative changes are not sufficient, teachers can intensify instruction by modifying instructional delivery. This includes integrating qualitative strategies to support cognitive processing such as making instruction more explicit and systematic and integrating strategies to support self-regulation, memory, and self-monitoring (Vaughn, et. al., 2012).  For example, special educators may model a math problem-solving strategy using think-alouds and visuals and then introduce a mnemonic to help students remember the strategy.

Research suggests that it takes students with disabilities at least 10 to 30 times more trials to master a skill than it does students without disabilities (WWC, 2009a).

• Intensity can be increased by providing longer instructional sessions or having more frequent sessions.
• One-to-one or small group instruction allows students more opportunities to practice, respond, and receive individualized feedback.

Many students with intensive needs have depressed executive functioning abilities and thus struggle to plan, regulate their performance and emotions, think flexibly about a problem, and manipulate information so that it can be stored in memory. To overcome limitations in this area, students need to learn planning, problem-solving, and self-monitoring approach in both social and academic areas.

 National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention . Washington, DC: Office of Special Education Programs, U.S. Department of Education.

The IRIS Center. (2015).  Intensive intervention (part 1): Using data-based individualization to intensify instruction . Retrieved from  https://iris.peabody.vanderbilt.edu/module/dbi1/

The IRIS Center. (2015).  Intensive intervention (part 2): Collecting and analyzing data for data-based individualization . Retrieved from  https://iris.peabody.vanderbilt.edu/dbi2/

HLP 21 Teach students to maintain and generalize new learning across time and settings.

Effective teachers use specific techniques to teach students to generalize and maintain newly acquired knowledge and skills . Using numerous examples in designing and delivering instruction requires students to apply what they have learned in other settings. Educators promote maintenance by systematically using schedules of reinforcement, providing frequent material reviews, and teaching skills that are reinforced by the natural environment beyond the classroom. Students learn to use new knowledge and skills in places and situations other than the original learning environment and maintain their use in the absence of ongoing instruction.

Generalization and maintenance of newly acquired knowledge and skills by learners is a pervasive problem for students with disabilities, particularly those with autism spectrum disorder (Brown & Bebko, 2012; Phillips & Vollmer, 2012). Generalization involves performing a behavior in environments that differ from the teaching environment (Lee & Axelrod, 2005). Haring and Eaton (1978) suggested that skill development progresses in an orderly sequence: initial accuracy (acquisition), followed by fluency and maintenance, which are followed by generalization. Effective teachers must therefore have the knowledge and skills to incorporate generalization when designing and implementing instruction. Generalization of skills must be systematically programmed instead of assuming it will automatically occur (Alberto & Troutman, 2013; Schindler & Horner, 2005). In order to generalize academic and social learning to settings other than where learning takes place, students need the opportunity to use skills in a variety of settings, with a variety of instructors. Specific instructional techniques include teaching behaviors that can be used in many different situations, teaching the behavior in several different settings with several different instructors, varying instructions and reinforcers, and programming for common stimuli between the natural and teaching settings.

Maintenance of behavior is also essential to the process of learning. Maintenance occurs when newly acquired skills are used in the absence of ongoing instruction . Effective teachers use schedules of reinforcement, systematic reviews of material, and other techniques to promote maintenance of behavior in novel settings, thereby lessening dependence on the teacher (Lee & Axelrod, 2005). They thoughtfully and carefully choose strategies for maintenance and generalization at the onset of teaching new academic or social behaviors and build these strategies into the instructional program.

HLP 22 Provide positive and constructive feedback to guide students’ learning and behavior

The purpose of feedback is to guide student learning and behavior and increase student motivation, engagement, and independence, leading to improved student learning and behavior. Effective feedback must be strategically delivered, and goal directed; feedback is most effective when the learner has a goal and the feedback informs the learner regarding areas needing improvement and ways to improve performance. Feedback may be verbal, nonverbal, or written, and should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning (i.e., acquisition, fluency, maintenance). Teachers should provide ongoing feedback until learners reach their established learning goals.

Feedback is used to elicit what students know related to academic content, and to provide direct support regarding what students need to do to learn.

Feedback should be timely, meaningful, genuine, specific but succinct, and age-appropriate, and takes many forms including questioning, scaffolding instruction, providing written comments, and providing computer-mediated feedback (Brookhart, 2008; Doabler, Nelson, & Clarke, 2016; Hattie & Timperley, 2007; Thurlings, Vermeulen, Bastiaens, & Stijnen, 2013). Feedback using programmed instruction or the use of extrinsic rewards is not highly effective in improving achievement (Hattie, 2008).  Moreover, rewards are not a central feature of effective instructional feedback, which should be designed to provide information regarding the student’s performance relative to a task.

Feedback should be goal directed; that is, it is most effective when the learner has a goal and the feedback informs the learner regarding how he or she is doing relative to the goal, and what needs to be done to improve progress (Doabler et al., 2016; Hattie, 2008).

Feedback should be clear and tangible, providing the learner with an action that may be taken in response to the feedback that leads toward learning content (Thurlings et al., 2013).

Teachers should also use appropriate and meaningful language , make connections to prior learning, and remind students what they already know (Doabler et al., 2016).

Different forms of feedback may be provided, including feedback about whether content was correct or incorrect, discussing strategies that were used or could be used for more effective learning, and addressing students’ self-regulation (e.g., whether a useful strategy is being applied to solve a problem; Hattie & Timperley, 2007). These types of feedback vary depending on the student’s knowledge regarding the content. For example, providing a student with error-correction feedback when initially learning content or a skill chain improve learning rate, whereas providing error correction when building fluency relative to content can negatively influence learning (Hattie & Timperley, 2007).

Feedback is most effective when addressing faulty interpretations of information (e.g., an inefficient or ineffective strategy to solve a problem), and providing cues to guide the learner toward the use of a more efficient or effective strategy or clearer understanding (Hattie, 2008; Thurlings et al., 2013).

Feedback should be used to engage a student in self evaluation, too, helping students to develop error identification skills and increase their self-regulation, independence, and confidence in learning academic content (Hattie &Timperley, 2007).

Feedback is among the most powerful influences on student achievement (Hattie, 2008). Using feedback effectively requires that teachers have substantial expertise in monitoring what the student knows about a skill or particular content area, and using this information to provide feedback that supports student learning. When feedback is used consistently and well, student educational achievement is significantly enhanced (Hattie & Timperley, 2007).

References cited within this chapter can be found in the original text.

Adapted from McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education . Arlington, VA: Council for Exceptional Children & CEEDAR Center.

 Council of Chief State School Officers,  Ensuring an Equitable Opportunity: Providing a High-Quality Education for Students with Disabilities,

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What is Special Education?

Author: University of North Dakota April 23, 2024

Throughout history, students with learning needs not only faced challenges in having their needs properly identified, but their educational requirements were often inadequately addressed within the general education system.

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However, significant strides have been made to rectify this situation, mainly through the Individuals with Disabilities Education Act (IDEA). This legislation aims to ensure that students with learning needs can access and benefit from specialized education services. 

To better understand this area of education, we'll explore key questions like "What is special education?" as well as examine the process students undergo to qualify for special education services. So, read on and uncover the importance of special education in fostering inclusive learning environments for all students.

Understanding the Basics

Let us start by discussing the fundamental aspects of special education. By exploring these crucial elements, we aim to provide a clear understanding of how special education can support students with unique needs.

Special education refers to tailored instructional programs and support services for students with disabilities or special needs. It encompasses a range of interventions and accommodations designed to meet each student's individualized learning requirements.

The primary purpose of special education is to address the challenges and barriers faced by students with disabilities and ensure their access to a quality education that aligns with their abilities and learning styles. Through specially designed instruction and support, special education aims to empower students with the tools and resources needed to succeed academically, develop essential skills, and achieve their full potential despite their disabilities.

Why is Special Education Important?

Special education is essential to promoting equity and inclusivity within educational systems. By offering specialized instruction, interventions, and support services tailored to the learning needs of each student with disabilities, special education ensures that every individual has equal access to educational opportunities. Additionally, it plays a vital role in facilitating such students' academic and social development, empowering them to reach their full potential and participate meaningfully in school and community life.

Where is Special Education Provided?

Special education services are provided in various settings, with public schools being a prevalent option. Here, students benefit from specialized instruction and support customized to suit their individualized education programs. Inclusive classrooms integrate students with disabilities into general education settings alongside their peers, allowing them to participate in academic and social activities while receiving necessary accommodations and support.

Specialized schools dedicated exclusively to serving students with disabilities also offer special education services. These schools may offer a more intensive level of support and focus on specific disabilities or learning needs, providing a structured and supportive environment for students to thrive. Additionally, special education services may be delivered in alternative settings, such as resource rooms or learning centers within public schools, where students receive targeted interventions and support from special education teachers and staff. 

Who Receives Special Education Services?

Special education services are available to children who meet the criteria outlined by the IDEA. According to the act, they must be identified as having a disability falling under one or more of the following 13 categories :

• Autism: A developmental disability affecting communication, social interaction, and sensory processing
• Deaf-blindness: Simultaneous hearing and visual impairments leading to severe communication and developmental needs
• Deafness: Severe hearing impairment affecting linguistic information processing
• Emotional disturbance: Long-term and marked difficulties in learning, interpersonal relationships, behavior, or mood
• Hearing impairment: Impairment in hearing that affects educational performance but doesn't meet the criteria for deafness
• Intellectual disabilities: Below-average general intellectual functioning with deficits in adaptive behavior
• Multiple disabilities: Concomitant impairments causing severe educational needs
• Orthopedic impairment: Severe orthopedic impairment affecting educational performance
• Other health impairment: Chronic or acute health problems affecting alertness and educational performance
• Specific learning disability: Disorders in basic psychological processes affecting language, reading, writing, or math
• Speech or language impairment: Communication disorders adversely affecting educational performance
• Traumatic brain injury: Acquired brain injury causing functional disability or impairment
• Visual impairment including blindness: Vision impairment affecting educational performance, including partial sight or blindness

Analyzing the Special Education Process: A Step-by-Step Guide

Students must undergo a comprehensive process to determine their eligibility for special education services, confirm their specific needs, and ensure they receive appropriate support. Below, we'll cover the step-by-step process, from identifying their needs to reviewing their progress. Understanding these steps is crucial for parents, educators, and others who support students with special needs.

1. Identification and Referral

The first step in the special education process is identifying and referring students who may require special education services. This process often begins with teachers observing students experiencing difficulties in the classroom, such as attention, behavior, or academic performance. 

Initially, teachers may work with students individually and modify instructional strategies to address their needs. However, if these interventions fail to yield positive results, the teacher is obliged to involve the student's parents or guardians in conversations regarding the challenges their child is facing. Additionally, schools must acquire consent from the student's parent or legal guardian before conducting any assessments or providing special education services.

2. Evaluation and Assessment

Evaluating and assessing students' needs to determine their eligibility for special education services involves various evaluations to gather comprehensive information about their abilities, challenges, and requirements. These evaluations are conducted by a team of professionals, which may include educators, psychologists, speech-language pathologists, and other specialists. The types of evaluations typically completed during this process include:

• Speech-only evaluation: Focusing specifically on assessing speech-language abilities and communication skills
• Speech/language evaluation: Assessing both speech and language abilities, including articulation, fluency, comprehension, and expression
• Teacher narrative or observation: Gathering information from teachers regarding the student's academic performance, behavior, and learning needs through written narratives or direct observations in the classroom
• Full study evaluation: Comprehensive assessment covering various aspects of the student's development, including cognitive, academic, behavioral, and social-emotional functioning
• Socio-cultural evaluation: Examining the influence of cultural and social factors on the student's learning and development
• Psychological evaluation: Assessing cognitive abilities, emotional functioning, and psychological factors that may impact the student's educational performance
• Educational evaluation: Focusing on academic skills, learning style, and educational needs to determine the level of academic support required
• Parent narrative: Obtaining information from parents or guardians about their observations, concerns, and experiences related to their child's development and learning
• Medical evaluation: Conducted by medical professionals to assess any physical or medical conditions that may impact the student's educational needs
• Other evaluations, as needed: Additional assessments may be conducted based on the individual needs of the student, such as adaptive behavior assessments or assistive technology evaluations.

3. Eligibility Determination

Determining eligibility for special education services requires a thorough review of the evaluation results and compliance with legal requirements outlined in the IDEA. Once the evaluation process is completed, the school will conduct a comprehensive assessment of the student's strengths, weaknesses, and overall needs. This assessment considers input from parents or guardians, teachers, specialists, and other relevant individuals involved in the student's education.

The eligibility determination hinges on two key questions: whether the student has a disability and whether that disability adversely affects their academic and functional performance to the extent that they require special education services. If both questions are answered affirmatively, the student is officially deemed eligible for special education services.

4. Individualized Education Program (IEP) Development

Once a student is considered eligible for special education services, the IEP development process begins. The IEP team, comprising educators, specialists, parents or guardians, and the student (when appropriate), collaborates to identify the student's academic and functional needs based on the evaluation results. 

In order to meet the needs of the student and make progress, the IEP team sets measurable goals each year. They decide on the services and support the student requires and mention the education professionals responsible for providing them. The team also outlines the frequency and duration of the services and the settings where they will occur, known as placement.

5. Monitoring and Review

Lastly, monitoring student progress and periodic IEP reviews are needed. Regular monitoring helps educators and support staff track the student's academic and functional development, ensuring that the goals outlined in the IEP are being met effectively. 

Through ongoing assessment and observation, educators can identify any challenges or areas where additional support may be required. Periodic reviews of the IEP provide opportunities to assess the effectiveness of the current strategies and make any necessary adjustments.

Essential Skills Needed for Special Education Graduates

Becoming a special education teacher requires a range of skills and abilities to support students with disabilities effectively. These include:

• Ability to communicate well with students, parents, and colleagues
• Patience and compassion 
• Knowledge of specialized instructional strategies
• Adaptability to different situations and student needs
• Collaboration skills
• Familiarity with assistive technology
• Emotional intelligence
• Cultural sensitivity
• Time management skills

Special education and its dedicated educators play an invaluable role in ensuring that every student, regardless of their abilities or challenges, receives the support they need to thrive academically and socially. These teachers embody the spirit of inclusivity, championing diversity and equity in education. Through their efforts, special education fosters a culture of inclusivity where every student is valued and empowered to fulfill their dreams.

What does "special" stand for in education? ( Open this section)

"Special" in education refers to tailored or individualized instruction and support provided to students with disabilities or exceptionalities.

How do you identify children with special needs? ( Open this section)

Children with special needs are identified through a process involving evaluations, assessments, and observations to determine whether they require specialized educational services.

What are the most common special educational needs? ( Open this section)

Some of the most common special educational needs include learning disabilities, speech and language impairments, autism spectrum disorders, and attention-deficit/hyperactivity disorder (ADHD).

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This Issue's Topic:

• Tools to Build Student Text and Lecture Comprehension

Students often benefit in unexpected ways from explicit instruction in improving their study skills. Research has shown that students with behavioral difficulties and academic deficits can show improvements in both behavior and learning when taught strategies to study and absorb information more efficiently. Students' self-esteem and self-esteem can also increase, as they acquire the capabilities to manage their own learning program.

This intervention plan outlines a 3-strategy package for helping students to (1) organize an assignment notebook, (2) maintain a calendar of school assignments, and (3) prepare neatly formatted papers (Gleason, Colvin, & Archer, 1991).

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GETTING STARTED WITH FUNCTIONAL SKILLS IN THE SPECIAL EDUCATION CLASSROOM

Updated: Feb 13, 2023

One thing that I love doing is helping teachers find a good balance between functional skills and academics. I think that my elementary education training makes the academic side easier for me to understand, and then my master's degree in transition to adulthood really helped me understand the importance of starting functional and vocational skills at an early age, so I’ve really become passionate about merging the two and finding a good balance. I’m a big believer that you can do both together, it’s not a switch from academics to functional skills, but it’s taken me some time to figure out how to do both meaningfully. I’m going to share a few tips with you today about how I’ve gotten to this point.

Functional skills, sometimes called life skills, are all of the skills we need to function in our daily lives. This can be everything from social skills to hygiene and personal care. Functional skills can be trickier to plan a pacing guide. With academics, we are handed a set of standards to teach. But more often than not, we don't have that available for functional skills, so we are left on our own to determine what's important.

Unfortunately, I see a lot of teachers defaulting to time & money, or reading grocery words, just because they don't really know what else to focus on. Luckily, there are lots of free scope and sequences out there already. Here are a few free examples.

Life Skills Inventory

Life Skills Checklist

Standards Based Life Skills Curriculum

Bridges for Kids IEP Goal Bank

And if you're looking for more, here are some paid options:

Functional Independence Skills Handbook

Brigance Transition Skills Inventory

The Assessment of Functional Living Skills

Informal Assessments for Transition: Independent Living and Community Participation

When we are determining which skills are important to teach and creating a pacing guide, here are three tips.

Tip 1: Is it really functional?

First, think about whether it is really a functional skill. Just because it's considered a functional skill doesn't mean it's functional for every student. If a student is never going to drive, it's not functional for them to learn about traffic signs. We still need to differentiate and individualize during functional skills instruction, just like we do during academics.

Tip 2: Get parents involved

Next, get parents involved when working on functional skills. This is a great place to start if you're trying to figure out what to teach. Ask parents what skills would be helpful for their student to work on in order to help them at home. If we can get parents to help us work on these skills at home too, then the student will gain progress more quickly. When we get parent input, we may also learn that something we think is functional for a student isn't something the parent thinks is functional. For example, I like to work on dressing and undressing when students are signed up for PE because it’s a natural time that they have to get dressed. But I’ve had parents that don’t want their kids to learn to get undressed because they will take their clothes off at inappropriate times. So that’s something we put on the back burner because it’s not functional for the student right now, and parents aren’t going to work on it at home.

Tip 3: Incorporate functional skills into your daily schedule

Finally, start small by incorporating functional skills into your academics and daily routines whenever you can. We have to teach academics, and we have that scheduled already, right? If we can look at each part of our day and determine which functional skills fit within this already occurring instruction, then it's so much easier to plan! Now what? Ok so now we know that we need to think about how functional skills need to be individualized for the student, that parent involvement is helpful, and that it's much easier to embed it into the instruction we are already doing, how can we decide what to teach? I like to use a planning sheet to determine what I want to teach. I personally like to do this with each student and then identify skills that overlap so I can group students accordingly.

The first part is for your academic standards. You will list the grade-level standard and then list the ways that it can be applied functionally. Here's an example of middle school math.

The second part of the form is the routines and instruction aspect we talked about earlier. So you’ll write down your schedule and then you’ll determine which functional skills can be taught or incorporated during that time in your schedule. Here's an example.

The third part is a parent input form that you can use to take notes when discussing functional skills with parents. Now that you've identified some important skills that you can incorporate into your day, you have a great start for individual students or small groups. You can use this information to help you identify skills for IEP goals. Or you can use Part 4 to write out your pacing guide for the year using the skills identified in steps 1-3. I hope that helps you get started with functional skills in your classroom. Take it step by step and start small. Make sure to grab your free planning form here ! Happy teaching!

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Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature

• Review Paper
• Published: 02 November 2023

Cite this article

• Chelsea Marelle   ORCID: orcid.org/0000-0002-7988-3824 1 ,
• Emily Tanner 2 &
• Claire Donehower Paul 2  

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As the number of children diagnosed with autism spectrum disorder (ASD) increases, the need for well trained teachers who can implement behavior interventions also increases. The current study examines the available research to determine which methods of training are most effective in increasing teacher fidelity to implement behavior interventions. The method of training and the teacher fidelity post training were examined. Electronic database searches of Education Resources Information Center (ERIC), APA PyschINFO, and hand searches were conducted. Results revealed varying training methods and combinations of those methods can be deemed effective in increasing teacher fidelity. A system was created and implemented to categorize the results of teacher fidelity for each study. Directions for future research and practice are discussed.

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A Systematic Review and Quality Appraisal of Applications of Direct Instruction with Children with Autism Spectrum Disorder

Evidence-Based Instruction for Students with Autism Spectrum Disorder: TeachTown Basics

Leading Systems Change to Support Autistic Students

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Marelle, C., Tanner, E. & Paul, C.D. Special Education Teacher Training to Address Challenging Behaviors for Students with ASD in the Classroom Setting: A Systematic Review of the Literature. Rev J Autism Dev Disord (2023). https://doi.org/10.1007/s40489-023-00404-3

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The Pros and Cons of AI in Special Education

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Special education teachers fill out mountains of paperwork, customize lessons for students with a wide range of learning differences, and attend hours of bureaucratic meetings.

It’s easy to see why it would be tempting to outsource parts of that job to a robot.

While there may never be a special educator version of “Star Wars”’ protocol droid C-3PO, generative artificial tools—including ChatGPT and others developed with the large language models created by its founder, Open AI—can help special education teachers perform parts of their job more efficiently, allowing them to spend more time with their students, experts and educators say.

But those shortcuts come with plenty of cautions, they add.

Teachers need to review artificial intelligence’s suggestions carefully to ensure that they are right for specific students. Student data—including diagnoses of learning differences or cognitive disorders—need to be kept private.

Even special educators who have embraced the technology urge to proceed with care.

“I’m concerned about how AI is being presented right now to educators, that it’s this magical tool,” said Julie Tarasi, who teaches special education at Lakeview Middle School in the Park Hill school district near Kansas City, Mo. She recently completed a course in AI sponsored by the International Society for Technology in Education. “And I don’t think that the AI literacy aspect of it is necessarily being [shared] to the magnitude that it should be with teachers.”

Park Hill is cautiously experimenting with AI’s potential as a paperwork partner for educators and an assistive technology for some students in special education.

The district is on the vanguard. Only about 1 in 6 principals and district leaders—16 percent—said their schools or districts were piloting AI tools or using them in a limited manner with students in special education, according to a nationally representative EdWeek Research Center survey conducted in March and April.

AI tools may work best for teachers who already have a deep understanding of what works for students in special education, and of the tech itself, said Amanda Morin, a member of the advisory board for the learner-variability project at Digital Promise, a nonprofit organization that works on equity and technology issues in schools.

“If you feel really confident in your special education knowledge and experience and you have explored AI [in depth], I think those two can combine in a way that can really accelerate the way you serve students,” Morin said.

But “if you are a novice at either, it’s not going to serve your students well because you don’t know what you don’t know yet,” she added. “You may not even know if the tool is giving you a good answer.”

Here are some of the areas where Park Hill educators and other school and district leaders see AI’s promise for special education—and what caveats to look out for:

Promise: Reducing the paperwork burden.

Some special education teachers spend as many as eight hours a week writing student-behavior plans, progress reports, and other documentation.

“Inevitably, we’re gonna get stuck, we’re gonna struggle to word things,” Tarasi said. AI can be great for busting through writer’s block or finding a clearer, more objective way to describe a student’s behavior, she said.

What’s more, tools such as Magic School—an AI platform created for K-12 education—can help special education teachers craft the student learning goals that must be included in an individualized education program, or IEP.

“I can say ‘I need a reading goal to teach vowels and consonants to a student,’ and it will generate a goal,” said Tara Bachmann, Park Hill’s assistive-technology facilitator. “You can put the criteria you want in, but it makes it measurable, then my teachers can go in and insert the specifics about the student” without involving AI, Bachmann said.

These workarounds can cut the process of writing an IEP by up to 30 minutes, Bachmann said—giving teachers more time with students.

AI can also come to the rescue when a teacher needs to craft a polite, professional email to a parent after a stress-inducing encounter with their child.

Some Park Hill special education teachers use “Goblin,” a free tool aimed at helping neurodivergent people organize tasks, to take the “spice” out of those messages, Tarasi said.

A teacher could write “the most emotionally charged email. Then you hit a button called ‘formalize.’ And it makes it like incredibly professional,” Bachmann said. “Our teachers like it because they have a way to release the emotion but still communicate the message to the families.”

Caveat: Don’t share personally identifiable student information. Don’t blindly embrace AI’s suggestions.

Teachers must be extremely careful about privacy issues when using AI tools to write documents—from IEPs to emails—that contain sensitive student information, Tarasi said.

“If you wouldn’t put it on a billboard outside of the school, you should not be putting it into any sort of AI,” Tarasi said. “There’s no sense of guaranteed privacy.”

Tarasi advises her colleagues to “absolutely not put in names” when using generative AI to craft documents, she said. While including students’ approximate grade level may be OK in certain circumstances, inputting their exact age or mentioning a unique diagnosis is a no-no.

To be sure, if the information teachers put into AI is too vague, educators might not get accurate suggestions for their reports. That requires a balance.

“You need to be specific without being, without being pinpoint,” Tarasi said.

Caveat: AI works best for teachers who already understand special education

Another caution: Although AI tools can help teachers craft a report or customize a general education lesson for students in special education, teachers need to already have a deep understanding of their students to know whether to adopt its recommendations.

Relying solely on AI tools for lesson planning or writing reports “takes the individualized out of individualized education,” Morin said. “Because what [the technology] is doing is spitting out things that come up a lot” as opposed to carefully considering what’s best for a specific student, like a good teacher can.

Educators can tweak their prompts—the questions they ask AI—to get better, more specific advice, she added.

“A seasoned special educator would be able to say ‘So I have a student with ADHD, and they’re fidgety’ and get more individualized recommendations,” Morin said.

Promise: Making lessons more accessible.

Ensuring students in special education master the same course content as their peers can require teachers to spend hours simplifying the language of a text to an appropriate reading level.

Generative AI tools can accomplish that same task—often called “leveling a text"—in just minutes, said Josh Clark, the leader of the Landmark School , a private school in Massachusetts serving children with dyslexia and other language-based learning differences.

“If you have a class of 30 kids in 9th grade, and they’re all reading about photosynthesis, then for one particular child, you can customize [the] reading level without calling them out and without anybody else knowing and without you, the teacher, spending hours,” Clark said. “I think that’s a super powerful way of allowing kids to access information they may not be able to otherwise.”

Similarly, in Park Hill, Bachmann has used Canva—a design tool with a version specifically geared toward K-12 schools and therefore age-appropriate for many students—to help a student with cerebral palsy create the same kind of black-and-white art his classmates were making.

Kristen Ponce, the district’s speech and language pathologist, has used Canva to provide visuals for students in special education as they work to be more specific in their communication.

Case-in-point: One of Ponce’s students loves to learn about animals, but he has a very clear idea of what he’s looking for, she said. If the student just says “bear,” Canva will pull up a picture of, for instance, a brown grizzly. But the student may have been thinking of a polar bear.

That gives Ponce the opportunity to tell him, “We need to use more words to explain what you’re trying to say here,” she said. “We were able to move from ‘bear’ to ‘white bear on ice.’”

Caveat: It’s not always appropriate to use AI as an accessibility tool.

Not every AI tool can be used with every student. For instance, there are age restrictions for tools like ChatGPT, which isn’t for children under 13 or those under 18 without parent permission, Bachmann said. (ChatGPT does not independently verify a user’s age.)

“I caution my staff about introducing it to children who are too young and remembering that and that we try to focus on what therapists and teachers can do collectively to make life easier for [students],” she said.

“Accessibility is great,” she said. But when a teacher is thinking about “unleashing a child freely on AI, there is caution to it.”

Promise: Using AI tools to help students in special education communicate.

Park Hill is just beginning to use AI tools to help students in special education express their ideas.

One recent example: A student with a traumatic brain injury that affected her language abilities made thank you cards for several of her teachers using Canva.

“She was able to generate personal messages to people like the school nurses,” Bachmann said. “To her physical therapist who has taken her to all kinds of events outside in the community. She said, ‘You are my favorite therapist.’ She got very personal.”

There may be similar opportunities for AI to help students in special education write more effectively.

Some students with learning and thinking differences have trouble organizing their thoughts or getting their point across.

“When we ask a child to write, we’re actually asking them to do a whole lot of tasks at once,” Clark said. Aspects of writing that might seem relatively simple to a traditional learner—word retrieval, grammar, punctuation, spelling—can be a real roadblock for some students in special education, he said.

“It’s a huge distraction,” Clark said. The student may “have great ideas, but they have difficulty coming through.”

Caveat: Students may miss out on the critical-thinking skills writing builds.

Having students with language-processing differences use AI tools to better express themselves holds potential, but if it is not done carefully, students may miss developing key skills, said Digital Promise’s Morin.

AI “can be a really positive adaptive tool, but I think you have to be really structured about how you’re doing it,” she said.

ChatGPT or a similar tool may be able to help a student with dyslexia or a similar learning difference “create better writing, which I think is different than writing better,” Morin said.

Since it’s likely that students will be able to use those tools in the professional world, it makes sense that they begin using them in school, she said.

But the tools available now may not adequately explain the rationale behind the changes they make to a student’s work or help students express themselves more clearly in the future.

“The process is just as important as the outcome, especially with kids who learn differently, right?” Morin said. “Your process matters.”

Clark agreed on the need for moving cautiously. His own school is trying what he described as “isolated experiments” in using AI to help students with language-processing differences express themselves better.

The school is concentrating, for now, on older students preparing to enter college. Presumably, many will be able to use AI to complete some postsecondary assignments. “How do we make sure it’s an equal playing field?” Clark said.

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East Central Independent School District

2024-2025 high school special education life skills teacher – potential opening jobid: 2401.

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EAST CENTRAL INDEPENDENT SCHOOL DISTRICT Job Announcement 2024-2025 High School Special Education Life Skills Teacher – Potential Opening The position of a High School Special Education Life Skills Teacher will potentially be available at East Central ISD for the 2024-2025 school year. All individuals (district employees included) who are interested in this position must apply online through Frontline via the district website. The deadline for submitting an application is until the position is filled.

POSITION FUNCTION/PURPOSE: Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. Assist and support building principals to ensure on-site administration and execution of the district’s educational programs, policies, and regulations and quality instruction for all students in a safe and healthy environment.

ESSENTIAL JOB FUNCTIONS:

• Collaborate with students, parents, and other members of staff to develop IEP through the ARD committee process for each student assigned.
• Implement an instructional, therapeutic, or skill development program for assigned students and show written evidence of preparation as required.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect an understanding of the learning styles and needs of students assigned.
• Work cooperatively with classroom teachers to modify regular curriculum as needed and assist special education students in regular classes with assignments.
• Employ a variety of instructional techniques and media to meet the needs and capabilities of each student assigned.
• Participate in ARD Committee meetings on a regular basis.
• Conduct assessments of student learning styles and use results to plan for instructional activities.
• Present subject matter according to guidelines established by IEP.
• Plan and supervise assignments for teacher aide(s) and volunteer (s).
• Use technology in the teaching/learning process.
• Conduct ongoing assessments of student achievement through formal and informal testing.
• Provide or supervise personal care, medical care, feeding, and toileting of students as stated in IEP.
• Create a classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Participate in staff development activities to improve job-related skills.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
• Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
• Follow district safety protocols and emergency procedures.
• Perform other duties as assigned.

NOTE: Not all applicants will be interviewed. Each applicant’s resume, application, and other available information will be considered in the screening process. Only those persons currently meeting all of the minimum requirements will be considered.

MINIMUM QUALIFICATIONS:

Education/Certification: Bachelor’s Degree from an accredited university Valid Texas teaching certificate Special Education EC-12 [Physical Education Teachers: Current automated external defibrillator (AED) certificate]

EQUIPMENT USED: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students.

WORKING CONDITIONS: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress; work prolonged or irregular hours. Frequent standing, stooping, walking, bending, kneeling, pushing, and pulling. Work inside may work outside; regular exposure to noise. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. Frequent light lifting and carrying (less than 15 pounds); occasional heavy lifting 45 pounds or over) and positioning for students with physical disabilities; control behavior through physical restraint, and assist non-ambulatory students. Exposure to biological hazards.

PERIOD OF EMPLOYMENT: 2024-2025 School Year SALARY: Based on Board-approved salary scale for 2024-2025 school year

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Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

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XL Flag Elektrostal Moscow oblast | landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft - 100% Made in Germany - long lasting outdoor flag

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• 100% Made in Germany » ... because the first impression last, quality flag for representative purposes *****
• State-of-the-art High-Tech Outdoor Fabric » One air-permeable 110 GSM Polyester to keep wind forces low and lifetime high
• Mirrored Back » Image printed on the front, mirrored image 100% visible on the rear side
• Landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft
• Show your pride for your hometown with the Elektrostal flag! Made with quality materials and vibrant colors, this flag is the perfect way to display your patriotism and love for your city. Fly it proudly at home, at events, or even in your car. Get yours today and show your Elektrostal pride!
• The flag of Elektrostal, Moscow Oblast, is a striking combination of Old Glory red, representing strength and courage at 81%, complemented by a subtle touch of light grey at 5% for balance and harmony. The bold black stripe at 3% adds a touch of sophistication, while the shimmering gold stripes at 3% each symbolize prosperity and success. The flag is completed with a touch of very dark grey at 1%, representing the city s resilience and
• Elektrostal Moscow oblast

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Flag: Elektrostal Moscow oblast landscape flag | 2.16m² | 23sqft | 120x180cm | 4x6ft Elektrostal Moscow oblast Elektrostal obwód moskiewski , flaga ???????????? ?????????? ??????? Since we know how important your external presentation is, we print our Elektrostal Moscow oblast flag for your representative appearance using the most modern machines in Germany. To ensure your maximum flexibility, we have equipped the flags with quality metal eyelets, to let you simply attach these flags to any flagpole. To let you use the flags for a long time, we have strengthened the flag using double safety seams and a tear proof strap at the side of the pole. Due to the quality of this business flag, you show a particular degree of the closeness to Elektrostal Moscow oblast. Details about this flag This landscape Elektrostal Moscow oblast flag is a quality product Made in Germany made of 110g/m² gloss polyester. This Elektrostal Moscow oblast flag is wind- and weather-resistant and highly durable. The flag colors are intensive and UV-resistant. This flag is specially made for outer space. This Elektrostal Moscow oblast flag will be delivered with a double safety-seam as well as with 2 metal eyelets to hoist at the flag pole. The metal eyelets give you great flexibility for placing this flag on any flagstaff. The mast side is reinforced with a white hem. The quality flag material and the metal eyelets will take care of a long endurance of this Elektrostal Moscow oblast flag. If required, the flag can be washed at 60 degrees Celsius. Recommended height of flag pole Elektrostal Moscow oblast flags of 2.16m² | 23sqft | 120x180cm | 4x6ft look best with flagpoles of around 6m | 18ft height. Need a bigger size or an other configuration? We can provide bigger sizes, other configurations, exclusive indoor ...

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 10 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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