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

Diane M. Browder, Ph.D., Fred Spooner, Ph.D.

Higher Education, K-12

How can 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.

Contains Companion Materials

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• Product Details
• Table of Contents
• Reviews
• Contributors
• Companion Materials

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.

Reviews

Lisa Pufpaff, Ball State University - January 6, 2014
“Will empower teachers of students with significant cognitive impairment in their efforts to build academic engagement.”

Pamela Gent, Professor of Special Education, Clarion University - January 6, 2014
“This book will completely change how students with significant cognitive disabilities are educated. It is clearly the book for the next generation of teachers of students with significant cognitive disabilities.”

Colleen Thoma, Virginia Commonwealth University - January 6, 2014
“Should be required reading for all special educators and especially for anyone who believes that teaching academic content comes at the expense of preparing students with severe disabilities for life after high school. Will be a resource for educators for years to come!”

Clare Papay, Director of Special Education Certification, Arcadia University - January 6, 2014
“An excellent resource for teachers charged with educating students with severe disabilities in the era of Common Core State Standards . . . the authors show how we can and must expect more from students with severe disabilities and the educators who teach them.”

Liz Altieri, Radford University - January 6, 2014
“For those who want to successfully engage their students in meaningful, grade-aligned academic instruction and promote their competence within inclusive educational settings, this is a must-read.”

Martha Thurlow, Director of the National Center on Educational Outcomes - January 2, 2014
“A wonderful roadmap for getting from where we are now to where we want to be: full curriculum access for students with significant cognitive disabilities.”

Harold Kleinert, Executive Director, Human Development Institute - University Center for Excellence in Developmental Disabilities, Professor, Dept. of Rehabilitation Sciences, University of Kentucky - January 2, 2014
“A wealth of practical, evidence-based strategies for teaching grade-aligned academic content to students with significant cognitive disabilities.”

Dr. Debra Leach, Associate Professor of Special Education, Winthrop University - December 17, 2013
“Provides the rationale, scientific evidence, and practical strategies needed for schools, school districts, states, and the nation to transform the educational experiences of students with moderate to severe disabilities.”

Volume Editors: Diane M. Browder Ph.D., Fred Spooner Ph.D. Foreword Author: Martin Agran Ph.D.
Invited Contributors: Lynn Ahlgrim-Delzell Ph.D., Stephanie Al Otaiba Ph.D., Jill Allor Ed.D, Keri S. Bethune Ph.D., Heidi B. Carlone Ph.D., Monica Delano Ph.D., Jennifer Fischer-Mueller Ed.D, Claudia Flowers Ph.D., Jessica Folsom Ph.D., Ellen Forte Ph.D., J. Matt Jameson Ph.D., Bree A. Jimenez Ph.D., Cheryl M. Jorgensen Ph.D., Victoria F. Knight Ph.D., Angel Lee M.Ed., Ya-Yu Lo Ph.D., John McDonnell Ph.D., Bethany R. McKissick Ph.D., Pamela J. Mims Ph.D., Maryann Mraz Ph.D., Miriam Ortiz Ph.D., Robert C. Pennington Ph.D., Drew Polly Ph.D., Shamby Polychronis Ph.D., Holly Prud'homme M.Ed., David K. Pugalee Ph.D., Rachel F. Quenemoen M.S., Tim Riesen Ph.D., Alicia F. Saunders Ph.D., Julie L. Thompson M.Ed., Jean Payne Vintinner Ph.D., Shawnee Y. Wakeman Ph.D., Ryan M. Walker Ph.D., Leah Wood Ph.D., Charles L. Wood Ph.D.

This product has additional material available on the Brookes Download Hub.

• Lesson plan template
• Routines-based planning form
• Study questions
• Extension activities

Visit the Download Hub for a preview of what's available.