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Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities als Taschenbuch
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Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities

Sprache: Englisch.
Taschenbuch
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 res … weiterlesen
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Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities als Taschenbuch

Produktdetails

Titel: Teaching Language Arts, Math, & Science to Students with Significant Cognitive Disabilities

ISBN: 1557667985
EAN: 9781557667984
Sprache: Englisch.
Herausgegeben von Diane Browder, Fred Spooner
PAUL H BROOKES PUB CO

März 2006 - kartoniert - 324 Seiten

Beschreibung

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.

Inhaltsverzeichnis

Access to the General Curriculum; Why Teach the General Curriculum; Promoting Access to the General Curriculum for Students with Significant Cognitive Disabilities; Language Arts; 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 and Embedded Instruction for Students with Severe Disabilities; Math and Science; 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; Alignment of Curriculum, Instruction, and Assessment; How Students Demonstrate Academic Performance in Portfolio Assessment; Promoting the Alignment of Curriculum, Assessment, and Instruction.

Portrait

Diane M. Browder is Snyder Distinguished Professor of Special Education in the College of Education at University of North Carolina at Charlotte. Fred Spooner is Professor of Counseling, Special Education, and Child Development at University of North Carolina at Charlotte.

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