browder more language arts math and science.pdf

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

edited by Diane Browder, Ph.D. and Fred Spooner, Ph.D.

University of North Carolina at Charlotte

Contents

I Greater Access to General Curriculum

  1. More Content, More Learning, More Inclusion Diane M. Browder and Fred Spooner. . . . . . 3
  2. Embedded Instruction in Inclusive Settings John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis. . . . . . 15
  3. Common Core State Standards Primer for Special Educators Shawnee Y. Wakeman and Angel Lee. . . . . . 37

II Teaching Common Core Language Arts

  1. Passage Comprehension and Read-Alouds Leah Wood, Diane M. Browder, and Maryann Mraz. . . . . . 63
  2. Reading for Students Who Are Nonverbal Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner. . . . . . 85
  3. Comprehensive Beginning Reading Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom. . . . . . 109
  4. Teaching Written Expression to Students with Moderate to Severe Disabilities Robert Pennington and Monica Delano. . . . . . 127

III Teaching Common Core Mathematics and Teaching Science

  1. Beginning Numeracy Skills Alicia F. Saunders, Ya-yu Lo, and Drew Polly. . . . . . 149
  2. Teaching Grade-Aligned Math Skills Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee. . . . . . 169
  3. Science as Inquiry Bree A. Jimenez and Heidi B. Carlone. . . . . . 195
  4. Teaching Science Concepts Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker. . . . . . 215

IV Alignment of Curriculum, Instruction, and Assessment

  1. The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle Rachel Quenemoen, Claudia Flowers, and Ellen Forte. . . . . . 237
  2. Promoting Learning in General Education for All Students Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud’homme. . . . . . 255
  3. What We Know and Need to Know About Teaching Academic Skills Fred Spooner and Diane M. Browder. . . . . . 275

About the Editors

Diane M. Browder, Ph.D.

Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte.

Dr. Browder is a distinguished professor of Special Education with over two decades of research on assessment and instruction for students with severe developmental disabilities.

Fred Spooner, Ph.D.

Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte.

Dr. Spooner focuses on instructional procedures for students with severe disabilities and validating evidence-based practices.

CHAPTER 3

Common Core State Standards Primer for Special Educators

Shawnee Y. Wakeman and Angel Lee

Sara has been provided links to the Common Core State Standards (CCSS) by her administrator. She has participated in discussions on how to address new content but feels uncomfortable due to Selma's complexities. Many teachers of students with significant cognitive disabilities continue searching for resources to align instruction with the CCSS. Past instructional approaches focused predominantly on functional academic areas.

STATE CONTENT STANDARDS

Prior to the development of the CCSS, individual states had requirements for teachers to use in designing instruction. Historically, the assessment content needed alignment with grade-level standards.

CONCEPTUAL CONTENT ARRANGEMENTS

States are now seeking alternatives to simply extending standards to better adapt instruction and assessments for students with cognitive disabilities. This has led to the development of learning progressions and learning maps to facilitate better understanding of content connections.

PURPOSE AND DEVELOPMENT OF THE COMMON CORE STATE STANDARDS

The CCSS were written to represent essential knowledge and skills necessary for all students to be prepared for college and careers. The authors aimed to enhance instructional practices, align with higher expectations, and promote global competitiveness.