Synopses & Reviews
How can today’s educators teach academic content to students with moderate and severe developmental disabilitiesâ€"while helping all students meet Common Core State Standards? This text has answers for K-12 teachers, straight from 37 experts in special and general education. A followup to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the cutting-edge research and recommended practices they need to identify and deliver grade-aligned instructional contentâ€"leading to more opportunities and better quality of life for students with severe disabilities.
PREPARE TEACHERS TO
- skillfully adapt lessons in language arts, math, and science for students with disabilities
- align instruction with Common Core State Standards
- select target skills and goals
- differentiate instruction using appropriate supports and assistive technologies
- balance academic goals and functional skills
- make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching
- maintain high expectations for student achievement
- promote generalization by embedding instruction into ongoing classroom activities
- assess students’ progress and make adjustments to instruction
PRACTICAL MATERIALS: Detailed vignettes based on the authors’ real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning.
Synopsis
The cultural and natural World Heritage thirty years after the adoption by UNESCO of the World Heritage Convention (1972).
About the Author
Martin Agran, Ph.D., is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks/Cole, 1997).
Diane M. Browder, Ph.D., is Snyder Distinguished Professor and doctoral coordinator of Special Education at the University of North Carolina at Charlotte. Dr. Browder has more than 2 decades of experience with research and writing on assessment and instruction of students with severe disabilities. Recently, she has focused on alternate assessment and linking assessment and instruction to the general curriculum. She is Principal Investigator for an Institute of Education Sciences—funded center with a focus on teaching students with moderate and severe disabilities to read. She is a partner in the National Center on Alternate Assessment and Principal Investigator for Office of Special Education Programs—funded projects on access to the general curriculum.
Cheryl M. Jorgensen is Research Associate Professor and Project Coordinator with the Institute on Disability, a University Affiliated Program at the University of New Hampshire, Durham. Since 1985, she has worked with New Hampshire schools to help them increase their commitment and capacity to include students with disabilities within the mainstream of general education. More recently, her research and systems change efforts have focused on the inclusion of students with disabilities within school reform efforts, especially at the high school level. She was Editor of the Equity and Excellence newsletter and is a coauthor of Including Students with Severe Disabilities in Schools (Singular Publishing Group, 1994) and author of numerous chapters on inclusive curriculum design.
Dr. Spooner is Professor of Special Education, Coordinator of the Adapted Curriculum (Severe Disabilities) Program, and Principal Investigator on a personnel preparation project involving distance delivery technologies at the University of North Carolina at Charlotte. Dr. Spooner has more than 2 decades of experience with research and writing instructional practices for students with severe disabilities. He is co-editor for Teacher Education and Special Education and serves as an associate editor for Research and Practice for Persons with Severe Disabilities. He was a co-editor for TEACHING Exceptional Children and an associate editor for Teacher Education and Special Education. Recently, he has focused on alternate assessment and linking assessment and instruction to the general curriculum and serves as a Senior Research Associate for an Institute of
Table of Contents
About the Reproducible Materials
About the Editors
About the Contributors
Foreword Martin Agran
Preface
Acknowledgments
I Greater Access to General Curriculum
- More Content, More Learning, More Inclusion
Diane M. Browder and Fred Spooner
- Embedded Instruction in Inclusive Settings
John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis
- Common Core State Standards Primer for Special Educators
Shawnee Y. Wakeman and Angel Lee
II Teaching Common Core Language Arts- Passage Comprehension and Read-Alouds
Leah Wood, Diane M. Browder, and Maryann Mraz
- Reading for Students Who Are Nonverbal
Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner
- Comprehensive Beginning Reading
Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom
- Teaching Written Expression to Students with Moderate to Severe Disabilities
Robert Pennington and Monica Delano
III Teaching Common Core Mathematics and Teaching Science- Beginning Numeracy Skills
Alicia F. Saunders, Ya-yu Lo, and Drew Polly
- Teaching Grade-Aligned Math Skills
Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee
- Science as Inquiry
Bree A. Jimenez and Heidi B. Carlone
- 11 Teaching Science Concepts
Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker
IV Alignment of Curriculum, Instruction, and Assessment- The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle
Rachel Quenemoen, Claudia Flowers, and Ellen Forte
- Promoting Learning in General Education for All Students
Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud’homme
- What We Know and Need to Know About Teaching Academic Skills
Fred Spooner and Diane M. Browder
Index