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Table of Contents
Read the article: Yes, you can teach academic content to students with cognitive disabilities
Related titles:
Teaching Everyone: An Introduction to Inclusive Education
Systematic Instruction for Students with Moderate and Severe Disabilities
Educating Children with Multiple Disabilities
Multisensory Teaching of Basic Language Skills, Third Edition
"You're Going to Love this Kid!"
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Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities
Edited by Diane M. Browder, Ph.D., & Fred Spooner, Ph.D.
"The editors have raised the level of academic expectation for students with significant cognitive disabilities and have also provided needed guidance to achieve this goal."
—June E. Gothberg, doctoral student, Western Michigan University |
Under NCLB, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. But what material should educators teach from these three content areas, and how should they teach it? With this groundbreaking textbook, future educators will finally have the answers they need. The first major research-to-practice resource on this critical topic, this text goes beyond functional and access skills and shows educators how to make the general curriculum accessible to students of all ages with significant cognitive disabilities. Twenty-five of the best-known researchers in the field prepare educators to
- adapt lessons in language arts, math, and science for students with disabilities
- identify meaningful instructional content
- create effective learning environments through instructional procedures such as peer tutoring, cooperative learning, and co-teaching
- set appropriate expectations for student achievement
- align instruction with state content standards and alternate assessment
For each content area, future teachers will get a solid research foundation blended with teaching examples, guidelines, and helpful figures and tables. A timely textbook for preservice educators — and a valuable reference for in-service teachers seeking guidance — this important resource will raise expectations for students with disabilities and ensure their progress in key academic areas.
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ORDERING INFO
ISBN 1-55766-798-5
Paperback
344 pages / 7 x 10
2006 / $52.95
Stock# 7985
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Table of Contents
About the Editors
About the Contributors
Foreword
Martha Snell
Preface
I: Access to the General Curriculum
- Why Teach the General Curriculum?
Fred Spooner and Diane M. Browder
- Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities
Michael L. Wehmeyer and Martin Agran
II: Language Arts
- Building Literacy for Students at the Presymbolic and Early Symbolic Levels
June E. Downing
- From Sight Words to Emerging Literacy
Diane M. Browder, Ginevra Courtade-Little,
Shawnee
Wakeman, and Robert J. Rickelman
- Learning to Read: Phonics and Fluency
Debby Houston, Stephanie Al Otaiba, and Joseph K. Torgesen
- Balanced Literacy Classrooms and Embedded Instruction for Students with Severe Disabilities: Literacy for All in the Age of School Reform
Terri Ward, Cheryl A. Van de Mark, and Diane Lea Ryndak
III: Math and Science
- Enhancing Numeracy
Diane M. Browder, Lynn Ahlgrim-Delzell, David K. Pugalee, and Bree A. Jimenez
- Addressing Math Standards and Functional Math
Belva C. Collins, Harold L. Kleinert, and Lou-Ann E. Land
- Science Standards and Functional Skills: Finding the Links
Fred Spooner, Warren Di Biase, and Ginevra Courtade-Little
- Developing Math and Science Skills in General Education Contexts
Appendix A: Example of Adaptations to a General Education Lesson Plan for Science
Appendix B: Adapted Lesson Plan on Leaf Classification to Include a Student with Significant Disabilities in a Secenth-Grade Science Lesson
Karena Cooper-Duffy and Daniel G. Perlmutter
IV: Alignment of Curriculum, Instruction, and Assessment
- How Students Demonstrate Academic Performance in Portfolio Assessment
Jacqui Kearns, Mike D. Burdge, Jean Clayton, Anne P. Denham, and Harold L. Kleinert
- Promoting the Alignment of Curriculum, Assessment, and Instruction
Claudia P. Flowers, Diane M. Browder, Lynn Ahlgrim-Delzell, and Fred Spooner
Index
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