More Language Arts, Math, and Science for Students with Severe Disabilities

How can today's educators teach academic content to students with moderate and severe developmental disabilities' while helping all students meet Common Core State Standards? This text has answers for K-12 teachers, straight from 37 experts in special and general education. A followup to the landmark bestseller Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, this important text prepares teachers to ensure more inclusion, more advanced academic content, and more meaningful learning for their students. Teachers will have the cutting-edge research and recommended practices they need to identify and deliver grade-aligned instructional content' leading to more opportunities and better quality of life for students with severe disabilities. PREPARE TEACHERS TO skillfully adapt lessons in language arts, math, and science for students with disabilities align instruction with Common Core State Standards select target skills and goals differentiate instruction using appropriate supports and assistive technologies balance academic goals and functional skills make the most of effective instructional procedures such as peer tutoring, cooperative learning, and co-teaching maintain high expectations for student achievement promote generalization by embedding instruction into ongoing classroom activities assess students' progress and make adjustments to instruction PRACTICAL MATERIALS: Detailed vignettes based on the authors' real-life experiences, teaching examples and guidelines that illustrate recommended practices, helpful figures and tables, resource lists, and suggestions for incorporating technology into teaching and learning.

Table of Contents:
About the Reproducible Materials About the Editors About the Contributors Foreword Martin Agran Preface Acknowledgments I Greater Access to General Curriculum More Content, More Learning, More Inclusion Diane M. Browder and Fred Spooner Embedded Instruction in Inclusive Settings John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis Common Core State Standards Primer for Special Educators Shawnee Y. Wakeman and Angel Lee II Teaching Common Core Language Arts Passage Comprehension and Read-Alouds Leah Wood, Diane M. Browder, and Maryann Mraz Reading for Students Who Are Nonverbal Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner Comprehensive Beginning Reading Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom Teaching Written Expression to Students with Moderate to Severe Disabilities Robert Pennington and Monica Delano III Teaching Common Core Mathematics and Teaching Science Beginning Numeracy Skills Alicia F. Saunders, Ya-yu Lo, and Drew Polly Teaching Grade-Aligned Math Skills Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee Science as Inquiry Bree A. Jimenez and Heidi B. Carlone 11 Teaching Science Concepts Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker IV Alignment of Curriculum, Instruction, and Assessment The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle Rachel Quenemoen, Claudia Flowers, and Ellen Forte Promoting Learning in General Education for All Students Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud' homme What We Know and Need to Know About Teaching Academic Skills Fred Spooner and Diane M. Browder Index

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.  Martin Agran, Ph.D., is a Professor of Special Education at the University of Northern Iowa. Prior to this, he was a Professor of Special Education at Utah State University. Dr. Agran taught high school students with moderate to severe disabilities, was a Fulbright Scholar in the Czech Republic, and served as a consultant and visiting professor at Herzen University of St. Petersburg University, Russia. Dr. Agran's principal research interests include the education of students with severe disabilities, self-determination, transition, and the preparation of teachers of students with significant instructional needs. He has directed several federally funded grants in these areas. He is the associate editor of Research and Practice in Persons with Severe Disabilities (formerly JASH). He is also on the editorial board of several professional journals, and he is the co-editor, along with Dr. Michael L. Wehmeyer, of the American Association on Mental Retardation's research-to-practice publication, Innovations. He has published extensively in the professional literature and is the author of several books, including Teaching Self-Determination to Students with Disabilities: Basic Skills for Transition with Michael L. Wehmeyer and Carolyn Hughes (Paul H. Brookes Publishing Co., 1998), Teaching Problem Solving to Students with Mental Retardation with Michael L. Wehmeyer (American Association on Mental Retardation, 1999), and Student-Directed Learning: Teaching Self-Determination Skills (Brooks/Cole, 1997).