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

by Diane Browder-Boswell

Overview

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.

Product Details

ISBN-13:	9781557667984
Publisher:	Brookes Publishing
Publication date:	03/01/2006
Edition description:	New Edition
Pages:	344
Product dimensions:	7.00(w) x 10.00(h) x 0.80(d)

About 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.

Read an Excerpt

https://brookespublishing.com/wp-content/uploads/2020/05/TeachingLanguageArtsMathSciencetoStudentswithSignificantCognitiveDisabilitiesExcerpt.pdf

Editorial Reviews

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

Russell Gertsen

http://www.educatorsreviews.org/view-teachinglanguagearts.htm

From the Publisher

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

Martha J. Thurlow

"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.

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

"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."

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

"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."

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

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

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

"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."

Vanderbilt University, Editor, Exceptional Children - Steve Graham