Academic Instruction for Students with Severe Disabilities

Teacher-, Student-, and Peer-Directed Strategies to Access the General Education Curriculum for Students With Autism

“…Teachers can select a gradelevel text as the anchor of instruction (Browder et al, 2007;Mims, Hudson, & Browder, 2012), identify target general education academic standards (Polychronis, McDonnell, Johnson, Riesen, & Jameson, 2004), or select essential vocabulary that is necessary for students to access and understand general education content (Knight, Smith, Spooner, & Browder, 2012). Figure 1 outlines examples of how to select content that aligns with individualized education program (IEP) goals, is linked to the general education curriculum, and contributes to postsecondary quality of life, independence, and self-determination (Knight, Browder, Agnello, & Lee, 2010;Polychronis et al, 2004).…”

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study

“…The aim to teach all students continues to be seen in the Next Generation Science Standards, with a chapter titled “ All Standards, All Students ” (NRC, ). Although there is interest in providing science education experiences to individuals with physical and intellectual disabilities, there is limited research identifying evidence‐based practices to support student learning in this area (Jimenez et al, ; Knight, Browder, Agnello, & Lee, ; Spooner, Knight, Browder, Jimenez, & Warren, ). The NGSS chapter address on providing All Standards to All Students , states that modification and adaptations for students with individualized education plans (IEPs) are mandated, but does not provide resources or evidence‐based practices for meeting this mandate (NRC, ).…”

“…Special educators who serve these students may lack qualifications in the science content areas, leading to a lack of knowledge about general science, the nature of science, and current instructional approaches in science education. This can lead to false concepts of how science instruction relates to students' individual needs and the functional curriculum (Collins, Hager, & Galloway, ; Courtade et al, ; Knight et al, ). Although federal legislation supports the integration of these content areas for all individuals, special education professionals continue to seek the relevant functional outcomes for science instruction (Ayers et al, ).…”

“…Use of these commercial devices such as iPads® and netbooks were successful in initial acquisition, performance, transition, and maintenance of life skills in vocational (Cihak et al, ; Van Laarhoven, Johnson, Van Laarhoven‐Myers, Grider, & Grider, ), community (Mechling & Cronin, ; Taber‐Doughty, Patton, & Brennan, ), domestic (Ayers, Maguire, & McClimon, ), and school settings (Cihak, Fahrenkrog, Ayers, & Smith, ; Nikopoulous & Keenan, ) for students with a moderate intellectual disability. AT may also support students in content areas such as the sciences (Maroney, Finson, Beaver, & Jensen, ), however the current literature lacks evidence to support effective AT supports and instructional practices for students with a moderate or severe intellectual disability in content areas (Jimenez et al, ; Knight et al, ; Spooner et al, ).…”

TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) | Connaissances abordées dans les pratiques déclarées d’enseignants du primaire et du secondaire qui exploitent le tableau numérique interactif (TNI) en classe

“…The IWB can also accommodate a wide variety of needs, such as students' learning problems (Knight, Browder, Agnello & Lee, 2010), such as the possibility of representing better disciplinary concepts. It is an effective tool for implementing pedagogical changes (Warwick, Hennessy & Mercer, 2011).…”