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

ISBN-10: 1557667985
ISBN-13: 9781557667984
Edition: 2006
List price: $52.95 Buy it from $16.12 Rent it from $14.36
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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  More...

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Book details

List price: $52.95
Copyright year: 2006
Publisher: Brookes Publishing
Publication date: 3/28/2006
Binding: Paperback
Pages: 344
Size: 6.75" wide x 9.50" long x 0.75" tall
Weight: 1.540
Language: English

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. Teach concepts such as physical science, earth and space science, technology, and scientific inquiry

Martha E. Snell, Ph.D., is Professor in the Department of Curriculum, Instruction, and Special Education at the University of Virginia, Charlottesville, Virginia.

Why teach the general curriculum?
Promoting access to the general curriculum for students with significant cognitive disabilities
Building literacy for students at the presymbolic and early symbolic levels
From sight words to emerging literacy
Learning to read : phonics and fluency
Balanced literacy classrooms and embedded instruction for students with severe disabilities : literacy for all in the age of school reform
Enhancing numeracy
Addressing math standards and functional math
Science standards and functional skills : finding the links
Developing math and science skills in general education contexts
Example of adaptations to a general education lesson plan for science
Adapted lesson plan on leaf classification to include a student with significant disabilities in a seventh-grade science lesson
How students demonstrate academic performance in portfolio assessment
Promoting the alignment of curriculum, assessment, and instruction

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