Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities / Edition 1

Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities / Edition 1

by Diane M. Browder
     
 


Going beyond functional and access skills, this groundbreaking text shows educators how to make the general curriculum accessible and help students progress in academic content areas.;See more details below

Overview


Going beyond functional and access skills, this groundbreaking text shows educators how to make the general curriculum accessible and help students progress in academic content areas.;

Product Details

ISBN-13:
9781557667984
Publisher:
Brookes Publishing
Publication date:
03/01/2006
Edition description:
New Edition
Pages:
324
Sales rank:
603,406
Product dimensions:
7.00(w) x 10.00(h) x 0.80(d)

Meet the Author

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.

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 Education Sciences—funded center with a focus on teaching students with moderate and severe disabilities to read.

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Table of Contents

Ch. 1Why teach the general curriculum?1
Ch. 2Promoting access to the general curriculum for students with significant cognitive disabilities15
Ch. 3Building literacy for students at the presymbolic and early symbolic levels39
Ch. 4From sight words to emerging literacy63
Ch. 5Learning to read : phonics and fluency93
Ch. 6Balanced literacy classrooms and embedded instruction for students with severe disabilities : literacy for all in the age of school reform125
Ch. 7Enhancing numeracy171
Ch. 8Addressing math standards and functional math197
Ch. 9Science standards and functional skills : finding the links229
Ch. 10Developing math and science skills in general education contexts245
App. AExample of adaptations to a general education lesson plan for science
App. BAdapted lesson plan on leaf classification to include a student with significant disabilities in a seventh-grade science lesson
Ch. 11How students demonstrate academic performance in portfolio assessment277
Ch. 12Promoting the alignment of curriculum, assessment, and instruction295

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