Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings / Edition 2 available in Paperback
- Pub. Date:
This contributed volume, written by scholars in the field, provides readers with critical information regarding moderately to severely disabled students. Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings offers a description of appropriate curriculum content for students with moderate or severe disabilities in inclusive settings, and a process through which collaborative education teams can identify appropriate functional and general education curriculum content. In addition instructional approaches that facilitate the infusion of instruction and curriculum for students with significant disabilities within general education contexts are discussed. This book also provides background on inclusion for students with moderate or severe disabilities, related to both legal considerations and research findings. Developers of special education curriculum, special education teachers, school administrators.
|Product dimensions:||6.80(w) x 9.10(h) x 1.20(d)|
Table of Contents
I. INTRODUCTION AND BACKGROUND ON INCLUSION AND CURRICULUM FOR STUDENTS WITH SIGNIFICANT DISABILITIES.
Defining Students with Significant Disabilities (Sandra Alper).
Inclusion and Other Trends in Education (Sandra Alper).
Access to General Education and State Standards (Gail McGregor).
Alternate Assessment (Diane Browder and Fred Spooner).
An Ecological Approach to Identifying Curriculum Content (Sandra Alper).
II. THE CURRICULUM CONTENT IDENTIFICATION PROCESS AND ITS USE IN INCLUSIVE SETTINGS.
The Curriculum Content Identification Process: Rationale and Overview.
Natural Support Networks: Collaborating with Family and Friends for Meaningful Educational Programs (Diane Ryndak and Michael Muldoon).
Educational Teams and Collaborative Teamwork in Inclusive Settings (Diane Ryndak and Paige Pullen).
III. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS WITH GENERAL EDUCATION PARALLELS.
Facilitating Skill Acquisition During General Education Academic Subjects, Electives, and Other Activities (Lewis Jackson).
Facilitating Oral and Written Language During General Education Activities (Pat Mirenda).
Facilitating Belongingness and Interactions with Peers During General Education Activities (Craig Kennedy).
Facilitating Motor Skill Development During General Education Activities (Beverly Rainforth).
IV. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS WITH NO GENERAL EDUCATION PARALLELS.
Application of the Process to Ecological Domains.
Self-Determination (Martin Agran and Michael Wehmeyer).
A Continual Process for Planning Personally Satisfying Adult Lifestyles (Lori Garcia and Bruce Menchetti).
Supporting Students with Significant Disabilities in College (Mary Beth Doyle).
Individualize Positive Behavior Intervention and Support in Inclusive Schools (Tim Knoster).
V. PLANNING, IMPLEMENTING, AND EVALUATING INSTRUCTION IN INCLUSIVE SETTINGS.
Planning Instruction for the Diverse Classroom: Approaches that Facilitate the Inclusion of All Students (Linda Davern, Roberta Schnorr, and James Black).
Instructional Strategies for Students with Significant Disabilities in Inclusive Settings (Felix Billingsley).
Adapting Environments, Materials, and Instruction to Facilitate Inclusion and Learning (Diane Ryndak and Terri Ward).
Accommodating Motor and Sensory Impairments in Inclusive Settings (June Downing).
Managing the Needs of Students with Physical and Health Challenges in Inclusive Settings (Donna Lehr).