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Mathematical writing (MW) can support students' mathematical learning and is common in mathematics assessment. However, MW is known to be particularly challenging for students with learning disabilities. While the use of model compositions of both high- and low-quality writing and the act of revision are evidence-based practices in writing instruction, models of MW are not readily available in the curriculum, and many teachers struggle to compose high-quality MW themselves. Artificial intelligence (AI) chatbots are increasingly accessible for teachers and provide one avenue by which MW models can be readily generated. This column guides educators on utilizing AI chatbots to produce MW models to support MW instruction for students with learning disabilities. [ABSTRACT FROM AUTHOR]

College and career readiness is crucial to success in postsecondary education, employment, and independent living. The College and Career Readiness for Transition (CCR4T) assessment is valid and reliable and can assist in transition planning for students with disabilities. The CCR4T assessment was designed for planning with students with and without disabilities. This article aims to provide an overview of this assessment and demonstrate how secondary educators and other stakeholders can use the data gathered to make decisions and inform the Individualized Education Program (IEP) as an age-appropriate transition assessment for youth with disabilities. [ABSTRACT FROM AUTHOR]

Students with disabilities may demonstrate high rates of off-task behavior, resulting in poor academic achievement. To decrease students' off-task behavior, teachers can identify student-guided supportive strategies to limit the amount of time they dedicate to behavior management. Moreover, when teachers use effective student-guided strategies that reflect high social validity, ease of use, and low intrusiveness, benefits are maximized and students will maintain their use of the strategy. This article provides step-by-step procedures for designing a technology-based self-monitoring (TBSM) strategy that increases the acceptability and continued use of standard self-monitoring procedures. Necessary adjustments to typical self-monitoring strategies considering technology-based delivery methods, including selecting and evaluating mobile applications, are introduced. [ABSTRACT FROM AUTHOR]

Number lines can benefit students in learning an array of mathematical concepts. An area of mathematics where number lines are visibly underused is in teaching measurement concepts. For students in upper elementary grades, accurate measurements require the use of mathematical precision and coordination, including skills in fractions and decimals, operations, and magnitude. A robust knowledge of measurement holds significant value in students' development of mathematical proficiency, particularly for students with learning disabilities in mathematics. Using number lines to teach and perform mathematical processes involving measurement can build fluency and conceptual understanding for all learners, including those with learning disabilities. This article demonstrates the versatility of integrating number lines into mathematical interventions involving measurement concepts for students with learning disabilities in mathematics. Measurement content discussed includes distance, time intervals, liquid volume, and mass. Scenarios with examples of how to apply number lines to each measurement form are described. [ABSTRACT FROM AUTHOR]

Given the disproportionate rates of youth with disabilities who experience exclusionary discipline in schools, it is important to consider the involvement of law enforcement officers in the discipline of these students and the students' right to an equitable education. One recent case of concern was Wilson v. City of Southlake, which clarified that police can be sued for disability discrimination based on their response to a student with a disability under the Americans with Disabilities Act or Section 504 of the Rehabilitation Act of 1973 where life-threatening circumstances are not present. This finding has implications for schools that involve school resource officers in responding to children who are protected under either of these provisions. [ABSTRACT FROM AUTHOR]

Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material. [ABSTRACT FROM AUTHOR]