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EDUC 6649 Seminar for Professional Educators: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

EDUC 6649 Required Course Readings

 

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Please enter your myWalden user name and password at the prompt.

Bateman, D. F. (2007). Due process hearing case study. Teaching Exceptional Children, 40(2), 65–67.

Dray, B. J., & Wisneski, D. B. (2011). Mindful reflection as a process for developing culturally responsive practices. Teaching Exceptional Children, 44(1), 28–36.

Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, 10(5), 26–29.

Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7–24.

Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70(1), 97–112.

Hart, J. E., & Brehm, J. (2013). Promoting self-determination: A model for training elementary students to self-advocate for IEP accommodations. Teaching Exceptional Children, 45(5), 40–48.

Kleinert, J. O., Harrison, E. M., Fisher, T. L., & Kleinert, H. L. (2010). "I can" and "I did"-self-advocacy for young students with developmental disabilities. Teaching Exceptional Children, 43(2), 16–26.

Lane, K. L., Carter, E. W., & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78(2), 237–251.

Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dyke, J. L., & Cash, M. E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69(4), 431.

Martin, J. E., Van Dycke, J.,L., Christensen, W. R., Greene, B. A., Gardner, J. E., & Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice. Exceptional Children, 72(3), 299–316

Matuszny, R. M., Banda, D. R., & Coleman, T. J. (2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children, 39(4), 24–31.

McDougall, D., & Brady, M. P. (1998). Initiating and fading self-management interventions to increase math fluency in general education classes. Exceptional Children, 64(2), 151–166.

Parrish, P. R., & Stodden, R. A. (2009). Aligning assessment and instruction with state standards for children with significant disabilities. Teaching Exceptional Children, 41(4), 46–56.

Sobel, D. M., & Taylor, S. V. (2006). Blueprint for the responsive classroom. Teaching Exceptional Children, 38(5), 28–35.

Staples, K. E., & Diliberto, J. A. (2010). Guidelines for successful parent involvement. Teaching Exceptional Children, 42(6), 58–63.

Torres, C., Farley, C. A., & Cook, B. G. (2012). A special educator's guide to successfully implementing evidence-based practices. Teaching Exceptional Children, 45(1), 64–73

Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66(4), 439–453.