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Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
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Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms



May 2010 | 208 pages | Corwin
While most resources for inclusive education focus on teaching students with mild to moderate disabilities, teachers of students with more severe disabilities need specific methods to provide the individualized and systematic instruction necessary to support students in inclusive environments. This unique book meets that need with approaches, information, and ideas for teachers of students with moderate to severe disabilities in general education classrooms.

June E. Downing draws from a strong research base to provide practical instructional strategies, plus suggestions based on personal experience. Featuring tables and figures, chapter summaries, photographs, multiple examples, and strategies that address the how-to of instruction, this resource helps general and special education teachers:

- Adapt their curriculum to meet both individual student needs and state standards for core curriculum

- Work collaboratively with other teachers

- Develop assessments that accurately determine student needs

- Keep track of student progress through data collection

Essential for today's inclusive classrooms, this guide covers everything teachers need to know to provide individualized instruction and assessment for their students with significant intellectual disabilities.

Diane Ryndak
Foreword. by Diane Ryndak
 
Preface
 
Acknowledgments
 
About the Author
 
1. Teaching Students With Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs
Key Concepts

 
A Historical Perspective: Where We Came From

 
The Present Situation and Challenge

 
What is Inclusive Education?

 
What is Not Inclusive Education

 
Who Are We Talking About?

 
Summary

 
 
2. Instructional Strategies and Teaching Arrangements
Key Concepts

 
Characteristics of Effective Instruction for All Students

 
Clear Expectations

 
Analyzing Tasks for Improved Learning

 
What We Know About Teaching Students with Moderate to Severe Intellectual Disabilities

 
The Importance of Student Interests

 
Components of the Teaching Task

 
Prompting Strategies

 
Consequences of the Behavior

 
Using Sequences of Different Prompts to Teach Students: Shaping Behavior

 
Maintaining and Generalizing Skills

 
Teaching Arrangements in General Education Classrooms

 
Summary

 
 
3. Determining Student Needs: What to Teach
Key Concepts

 
Limitations of Standardized Assessment

 
Family and Child-Based Assessment Procedure

 
Record Review

 
Observational Assessments

 
What’s the Class Doing?

 
Interpreting Content Standards

 
Blending Student/Family Goals with State Standards

 
Identifying Learning Opportunities

 
Writing IEP Goals and Objectives

 
Summary

 
 
4. Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities
Key Concepts

 
The Critical Need to Adapt Curriculum to Make it Meaningful

 
Identifying the BIG Ideas from Core Curriculum

 
Determining Prompts to Use for a Particular Student and Lesson

 
Examples of Students Receiving Direct Instruction Across Grades and Instructional Arrangements

 
Large Group Instruction

 
Generalization of Skills Taught

 
Summary

 
 
5. It Takes a Village: Teaching as a Collaborative Effort
Key Concepts

 
The Expectation of Team Collaboration

 
Team Members Involved in Instruction

 
Credentialed Teachers

 
Co-Teaching

 
Supporting General Education Ownership

 
Paraprofessionals as Teachers

 
Related Service Providers

 
Parent Volunteers

 
Peers as Teachers

 
A Few Cautions When Using Peers

 
The Need for Information and Training

 
Effective Use of Team Members

 
The Importance of Consistency

 
Generalization of Skills Across Team Members

 
Summary

 
 
6. Keeping Track of Student Progress, by Kathryn D. Peckham-Hardin and June E. Downing
Key Concepts

 
Types of Data Collection Strategies

 
Linking Data Collection Methods to the IEP Objectives

 
Collecting Data While Teaching in General Education Classrooms

 
Examples of Collecting Data During Instructional Times

 
Test Taking by the Class

 
Training Paraprofessionals and Others to Take Data

 
The Need for Alternate Assessment

 
Summary

 
 
7. He’s Getting It! Now What? Taking Learning to the Next Level
Key Concepts

 
Involving the Student in Planning Next Steps

 
Writing IEP Objectives to Reflect Next Steps

 
Using Standards and Performance Indicators to Determine Next Steps

 
Using Task Analyses to Determine Next Steps

 
Using Life Needs to Determine Next Steps

 
Postsecondary Options

 
Next Steps for Nonacademic Skills

 
Summary

 
 
References
 
Index

"June Downing has a talent for explaining complex information in easily understood ways using practical examples that reflect exemplary, evidence-based educational practices. This book goes a long way in conceptualizing access to the general education curriculum for students with severe intellectual disabilities and operationalizing it within typical regular class activities. It is a valuable resource for teachers, special educators, parents, and related service providers interested in extending inclusive opportunities for students with severe disabilities."

Michael F. Giangreco, Professor
Center on Disability & Community Inclusion, University of Vermont

"A useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. In each chapter Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning."

Diane M. Browder, Snyder Distinguished Professor of Special Education
University of North Carolina at Charlotte

"Anyone who reads this book will benefit from the dedicated career and expertise of June Downing encapsulated in a clear, practical resource. This book can help educators make meaningful differences in the lives of diverse-ability learners in inclusive settings."

Ellin Siegel, Associate Professor, University of Nebraska-Lincoln
Director, Severe Disabilities Program and Visual Impairments Program

For instructors

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ISBN: 9781412971423
£31.99

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