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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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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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