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

Volume Editors: Diane M. Browder Ph.D., Fred Spooner Ph.D.

Format: Paperback, 344 pages, 7.0 x 10.0
ISBN: 9781557667984
Price: $52.95

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Description

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.


Reviews

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

"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.

Review by: Russell Gertsen, Director, Instructional Research Group & Professor of Special Education, University of Oregon

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

Review by: Steve Graham, Vanderbilt University, Editor, Exceptional Children

"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."

Review by: Craig Kennedy, Professor of Special Education and Pediatrics, Director, Vanderbilt Kennedy Center Behavior Analysis Clinic

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

Review by: David Chard, Associate Dean for Curriculum and Academic Programs, College of Education, University of Oregon

"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."

Review by: Martha Thurlow, NCEO/University of Minnesota

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

Review by: Margaret McLaughlin, Professor, Department of Special Education and Associate Director, Institute for the Study of Exceptional Children and Youth, University of Maryland College Park

"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."


Table of Contents

About the Editors
About the Contributors
Foreward: Martha Snell
Preface

I: Access to the General Curriculum
  1. Why Teach the General Curriculum?
    Fred Spooner and Diane Browder

  2. Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities
    Michael Wehmeyer and Martin Agran
II: Language Arts
  1. Building Literacy for Students at the Presymbolic and Early Symbolic Levels
    June Downing

  2. From Sight Words to Emerging Literacy
    Diane Browder, Ginevra Courtade-Little, Shawnee Wakeman, and Robert Rickelman

  3. Learning to Read: Phonics and Fluency
    Debby Houston, Stephanie Al Otaiba, and Joseph Torgesen

  4. Balanced Literacy and Embedded Instruction for Students with Severe Disabilities
    Terri Ward, Cheryl Van de Mark, and Diane Ryndak
III: Math and Science
  1. Enhancing Numeracy
    Diane Browder, Lynn Ahlgrim-Delzell, David Pugalee, and Bree Jimenez

  2. Addressing Math Standards and Functional Math
    Belva Collins, Harold Kleinert, and Lou Ann Land

  3. Science Standards and Functional Skills: Finding the Links
    Fred Spooner, Warren Di Biase, and Ginevra Courtade-Little

  4. Developing Math and Science Skills in General Education Contexts
    Karena Cooper-Duffy and Daniel Perlmutter
IV: Alignment of Curriculum, Instruction, and Assessment
  1. How Students Demonstrate Academic Performance in Portfolio Assessment
    Jacqui Kearns, Mike Burdge, Jean Clayton, Anne Denham, and Harold Kleinert

  2. Promoting the Alignment of Curriculum, Assessment, and Instruction
    Claudia Flowers, Diane Browder, Lynn Ahlgrim-Delzell, and Fred Spooner
Index

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