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

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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.
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Editorial Reviews

Director, Instructional Research Group & Professor of Special Education, University of Oregon - Russell Gertsen

"Few will read this volume without picking up a host of innovative ideas for providing more thoughtful special education."

Vanderbilt University, Editor, Exceptional Children - Steve Graham

"Just what the teacher ordered!Practical, easy-to-use, and evidence-based . . . Teachers will rely on it so much, they might just want to order two copies."

Professor of Special Education and Pediatrics, Director, Vanderbilt Kennedy Center Behavior Analysis Clinic - Craig H. Kennedy

"Represents the state of the art in developing meaningful curriculum and instruction for students with significant disabilities in inclusive settings."

Associate Dean for Curriculum and Academic Programs, College of Education, University of Oregon - David J. Chard

"Finally, a comprehensive resource to help us make sense of access to the general education curriculum for students with significant disabilities! [This book] will improve the lives of all students."

NCEO/University of Minnesota - Martha J. Thurlow

"A sure—fire help for teachers . . . addressing the demands of NCLB."

Professor, Department of Special Education and Associate Director, Institute for the Study of Exceptional Children and Y - Margaret McLaughlin

"Very likely to be the most important text to emerge in the area of special education for students with significant cognitive disabilities in this decade."

Doctoral student, Western Michigan University; Reviewed in Education Review-Brief Reviews - June E. Gothberg

"The lesson plans provided are unique and encourage students to be creatively engaged...The book concludes with vital information on how to align curriculum with the general education standards...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.

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Product Details

  • ISBN-13: 9781557667984
  • Publisher: Brookes Publishing
  • Publication date: 3/1/2006
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 324
  • Sales rank: 516,843
  • 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. 1 Why teach the general curriculum? 1
Ch. 2 Promoting access to the general curriculum for students with significant cognitive disabilities 15
Ch. 3 Building literacy for students at the presymbolic and early symbolic levels 39
Ch. 4 From sight words to emerging literacy 63
Ch. 5 Learning to read : phonics and fluency 93
Ch. 6 Balanced literacy classrooms and embedded instruction for students with severe disabilities : literacy for all in the age of school reform 125
Ch. 7 Enhancing numeracy 171
Ch. 8 Addressing math standards and functional math 197
Ch. 9 Science standards and functional skills : finding the links 229
Ch. 10 Developing math and science skills in general education contexts 245
App. A Example of adaptations to a general education lesson plan for science
App. B Adapted lesson plan on leaf classification to include a student with significant disabilities in a seventh-grade science lesson
Ch. 11 How students demonstrate academic performance in portfolio assessment 277
Ch. 12 Promoting the alignment of curriculum, assessment, and instruction 295
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