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

Downing, June

doi:10.4135/9781483350400

Cited by 46 publications

(60 citation statements)

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“…Instead, analyzing the "mismatches" between an individual student's current skills and the skills needed to participate in a given learning activity allows school teams to take action to promote greater access. Using this ecological approach, mismatches can be remediated by making changes to the activity (e.g., providing many ways for students to demonstrate their learning), curricular adaptations, or individualized embedded instruction (Downing, 2010;Johnson, McDonnell, Holzwarth, & Hunter, 2004).…”

Section: Pedagogymentioning

confidence: 99%

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Hanreddy

Östlund²

2020

iejee

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Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for "all" students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue the use and expansion of alternate curricula is an international trend with troubling short-and long-term consequences for students. In Sweden, a national alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievement standards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignment to general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities, approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.

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Section: Pedagogymentioning

confidence: 99%

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Hanreddy

Östlund²

2020

iejee

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“…For purposes of this study, we defined collaboration as the shared responsibility for teaching and outcomes (Cook & Friend, 2010;Carter, Prater, Jackson, & Marchant, 2009;Hamilton-Jones & Vail, 2014). It is further characterized by use of carefully planned and implemented instruction that considers different team member's perspectives (Downing, 2010). Further, collaborative relationships among colleagues also involve regular communication with each other and the student's parents regarding student progress and problem solving (Downing, 2010;Mortier et al, 2010;Brinkmann & Twiford, 2012), dissemination and gathering information (Jones, 2012), and sharing resources (Hamilton-Jones & Vail, 2014).…”

Section: Instrumentsmentioning

confidence: 99%

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Zagona

Kurth

MacFarland

2017

Teacher Education and Special Education

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There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators' preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators' preparation and experiences in implementing inclusive practices for students with significant disabilities.

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“…Instead, tailored adaptations are created that are to be used only when necessary. A useful strategy for identifying needs is by 6 completing an ecological assessment (Downing, 2010), in which the activities the student participates in are identified, along with the required skills to be successful in these activities.…”

Section: Creating Specific Adaptationsmentioning

confidence: 99%

“…General Adaptations Examples.John: English 8 (Writing Warm-Up) Ecological Analysis,(Downing 2010 andMacFarlane 1998) …”

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confidence: 99%

A Unit-Based Approach to Adaptations in Inclusive Classrooms

Kurth¹

2013

TEACHING Exceptional Children

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Ms. Lawson is an inclusive special education teacher at Ortega Middle School. She has noticed that to make inclusion "work" for her students, she needs to make the curriculum accessible for her students through collaboration and adaptations. This year, Ms. Lawson will be collaborating with Mr. Jackson, an 8 th grade English teacher, to facilitate the inclusion of Amanda, who enjoys movies and talking with her girl friends. Amanda also has an intellectual disability and is learning content that is at a different level than her peers. John is also in 8 th grade and will be enrolled in Mr. Jackson's class. John enjoys video games and movies. John has autism and is also working at a different grade level than his peers. Amanda and John have been included in general education classes since preschool, but with each passing year the need for differentiated instruction and curriculum has increased. Ms. Lawson has been working to design curriculum that meets the needs of each student individually, including Amanda and John, but is wondering if this piecemeal , one-student-at-a-time approach is effective or efficient for her, her students, or her general education colleagues.

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

Cited by 46 publications

References 0 publications

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

A Unit-Based Approach to Adaptations in Inclusive Classrooms

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