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

by June E. Downing

• ISBN13: 9781412971423
• ISBN10: 141297142X
• Format: Paperback
• Copyright: 2010-03-09
• Publisher: Corwin Pr

Summary

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 collectionEssential 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.

Table of Contents

Foreword

Preface

Acknowledgments

About the Author

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

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

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

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

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

Keeping Track of Student Progress

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

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

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