Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities
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Under the No Child Left Behind Act, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. With this groundbreaking textbook, future educators will finally have the resource they need to help students meet these standards. 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. For each content area, future teachers will get a solid research foundation blended with teaching examples,…mehr

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Produktbeschreibung
Under the No Child Left Behind Act, students with severe disabilities are expected to make progress on state academic content standards in language arts, math, and science. With this groundbreaking textbook, future educators will finally have the resource they need to help students meet these standards. 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. 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.
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Autorenporträt
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.