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.
  2. Embedded Instruction in Inclusive Settings John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis.
  3. Common Core State Standards Primer for Special Educators Shawnee Y. Wakeman and Angel Lee.

II Teaching Common Core Language Arts

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

III Teaching Common Core Mathematics and Teaching Science

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

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.
  2. Promoting Learning in General Education for All Students Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud’homme.
  3. What We Know and Need to Know About Teaching Academic Skills Fred Spooner and Diane M. Browder.

About the Editors

Diane M. Browder, Ph.D.

Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223

Dr. Browder is the Lake and Edward P. Snyder Distinguished Professor of Special Education and has over two decades of research and writing 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, 9201 University City Boulevard, Charlotte, NC 28223

Dr. Spooner is Principal Investigator on a personnel preparation project involving distance delivery technologies at the University of North Carolina at Charlotte and has been involved in several significant projects related to teaching students with moderate and severe intellectual disability.

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 listened to her general education counterparts discuss the changes from the existing state standards to the CCSS, and participated in discussions of how to address the new content. However, she hasn’t felt comfortable participating in discussions about this content due to her uncertainty in addressing it with her students with moderate and severe disabilities.

Sara feels overwhelmed due to the numerous standards for her students and lacks resources to adequately address them within her curriculum. Previously, her state provided a prioritized subset of state standards for teachers of students in alternate assessments. However, she’s uncertain how to align existing resources with the new standards and lacks confidence in making contributions to lesson planning.

The difficulty experienced by Sara reflects a broader trend among teachers who work with students with significant cognitive disabilities, who often express a need for resources and strategies to align their instruction with the CCSS. Research indicates varying levels of access to academic content instruction for these students and highlights the importance of adapting curricula to meet these new standards effectively.

The CCSS aim to promote academic readiness and the necessary skills for students, including those with intellectual disabilities. Thus, it's imperative for educators to leverage the CCSS as a comprehensive resource for designing instruction that meets the diverse needs of their students.