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With increased emphasis on students meeting state academic standards, instructors of students with moderate and severe disabilities have wondered about their role. Will they continue to integrate their students in the regular classroom and in the general curriculum? Or will their participation in alternate assessments aligned to alternate achievement standards leave them stranded in self-contained classrooms once again? According to authors Ginevra Courtade-Little and Diane Browder, the answer lies in aligning students' IEPs to state standards consistent with students' grade and ability levels. By following this book, your students with significant disabilities can participate in parallel activities directly related to the general curriculum. For example, when meeting a math state standard in measurement, have the student match coins to a linear jig to purchase an item. It's really quite simple: You write IEP goals on standard-based content areas that are appropriate for a student's grade level and ability. This valuable and unique book does just that: Shows you how to construct student IEPs with goals aligned to each state's academic content standards for each student's assigned grade and ability level.
A guide to designing and implementing personalized curricula for students with moderate to severe disabilities. The assessment model described provides a framework for pinpointing educational priorities, planning instruction in specific areas, and evaluating student progress. Strategies presented are teacher-friendly and data-based, and emphasize the values of self-determination, multicultural awareness, and educational accountability. Includes case studies, sample assessments, inventories of key skills, and descriptions of instructional resources, plus reproducible forms. Browder teaches special education at the University of North Carolina-Charlotte Annotation c. Book News, Inc., Portland, OR (booknews.com)
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 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 pre-service 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. Learn how to teach - Language Arts. Move beyond sight-word recognition and teach the literacy components identified by the National Reading Panel - Math. Help students learn higher-level math concepts such as problem solving, reasoning, connections, and representations, as well as functional skills - Science.
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