SPED Presenters
Melanie Good
Email: m.good@ku.edu
Blended Early Language, Literacy, and Social-emotional (BELLS) Intervention Project
The Blended Early Language, Literacy, and Social-emotional (BELLS) intervention project integrated two evidence-based practices, the ‘Pyramid Model’ and ‘Literacy 3D’. This project used practice-based coaching to support preschool teachers in embedding language and social-emotional instruction throughout daily routines. This presentation will examine implementation processes, challenges, lessons learned, and findings to help inform the effective integration of language and social-emotional development across early childhood classroom routines.
Natalie Patton
Email: nataliepatton@ku.edu
An Analysis of Word-Problem Schemas on Elementary Mathematics Assessments
The elementary mathematics standards call for students to engage with single- and multi-step word problems involving the four operations (i.e., addition, subtraction, multiplication, and division). However, limited research exists on the occurrence of word problems in state assessments. To contribute to this gap in the research, we analyzed word-problem schemas (i.e., word-problem types) and problem features (e.g., figures, graphs, number types) on state assessments in Grades 3-5. Across grade levels, word-problem schemas represented 41% of assessment items included in the data set. The most common word-problem schemas were Equal Groups (i.e., groups with an equal number in each group) and Total (i.e., parts put together for a total). Single-step problems occurred most frequently and with the unknown value located in the final position (e.g., 12 + 9 = _). Less than one-third of the word-problem schemas contained multi-step problems. Problem features most prevalent included whole numbers and figures. Additionally, problem features such as fractions, decimals, and irrelevant information were more common in the upper-elementary grades. This presentation will discuss implications for word-problem instruction for elementary teachers while also providing examples of word-problem schemas in assessment items. Given the prevalence of word-problem schemas on state assessments, it is critical for teachers to understand and apply schema instruction in their classrooms.
Melanie Farmer
Email:
melaniefarmer@ku.edu
Discover the Pulse of Biometrics to Improve Classroom Attention, Stress, and Emotional Regulation
A systematic literature review was conducted in accordance with the PRISMA 2020 guidelines (Page et al., 2021). Inclusion criteria focused on teacher-focused interventions in K-20 settings (including special and pre-service education) within the U.S. and internationally. Eligible studies included biometric measures such as eye tracking, heart rate (HR), heart rate reserve (HRV), sleep, physical activity (PA), biofeedback training, and electrodermal activity (EDA). Selected studies were peer-reviewed empirical research published in English between 2015 and 2025. Exclusion criteria removed student-focused interventions and higher-education studies outside teacher preparation.
This review synthesizes the current state of research on WBTs in K-12 education, with an emphasis on special education environments, to identify theoretical, pedagogical, ethical, and practical gaps that limit effective implementation. While interest in the educational applications of WBTs is increasing, many studies lack a grounding in learning theory or pedagogical frameworks, raising concerns about instructional relevance and scalability. Challenges such as data overload, limited explainable analytics, privacy concerns, classroom management issues, and student discomfort highlight the need for interdisciplinary approaches and teacher professional development.
By addressing these gaps, this review informs future research and practice, including research initiatives such as FLITE STEM Coaching (Dieker et al., 2022, 2024), funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), that aim to integrate WBTs into evidence-based educational practices. Leveraging the affordances of WBTs to support teacher engagement can foster self-reflection, professional growth, and student agency, ultimately enhancing teacher motivation and academic success through meaningful, data-informed learning experiences.
References
Dieker, L., Hughes, C., Hines, R., Vasquez, E., Ingraham, K., & Hallet-Njuguna, R. (2022). DebriefScape™ Observation Dashboard. University of Central Florida Center for Research in Education Simulation Technology. Retrieved on January 8, 2026: https://flitestemcoaching.org/observation-dashboard
Dieker, L., Hines, R., Wilkins, I., Hughes, C., Hawkins Scott, K., Smith, S., Ingraham, K., Ali, K., Zaugg, T., & Shah, S. (2024). Using an artificial intelligence (AI) agent to support teacher instruction and student learning. Journal of Special Education Preparation, 4(2), 78–88. https://doi.org/10.33043/d8xb94q7
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hröbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLOS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Paula Andrea Garcia Montes
Email: pgarciam@ku.edu
Inclusive Literacy Instruction to students with disabilities in Latin American and South American EFL Classrooms. A systematic Literature Review.
Public school teachers in Latin America and South America have faced many challenges in achieving inclusive education. Mandates in each region create a vision of culturally responsive schools that offer education for all; however, they lack appropriate training and teachers’ support. These are calls for teachers to find ways to mitigate violence and to address social justice in the classroom. Nonetheless, many teachers have not been educated to teach English to students with disabilities. They find it challenging to allow full and equal participation of all learners in their EFL classes. Although inclusive policies and positive views of inclusion have expanded, little is known about the strategies EFL teachers employ to promote literacy among students with disabilities aged 5 to 10 in their general EFL classrooms. To address this gap, this systematic literature review analyzes pedagogical strategies currently employed by Latin American EFL teachers and researchers to promote literacy development to students with disabilities in general education classrooms, highlighting both effective strategies and areas requiring further research and improvement. Peer-reviewed publications in Spanish or English by EFL teachers and researchers between 2009 and 2025 were identified and reported from national and international databases. The identified articles were screened according to inclusion criteria, including literacy interventions, students aged 6-10 years, students with disabilities, and EFL teachers from Latin America and South America. Initial results showed important outcomes: Differentiated instruction, technology-based literacy strategies, multisensory approaches, phonics, scaffolded reading and writing activities. The review highlighted challenges related to professional development, pedagogical strategies, lesson planning, and resources. The evidence suggested exploring mechanisms for teachers’ efficacy, peer sharing, mentorship, or professional networks that support the teaching of evidence-based literacy practices with fidelity and effectiveness.