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ERIC Number: EJ1008509
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0040-0599
Helping Students with Moderate and Severe Intellectual Disability Access Grade-Level Text
Hudson, Melissa E.; Browder, Diane; Wakeman, Shawnee
TEACHING Exceptional Children, v45 n3 p14-23 Jan-Feb 2013
Teaching students with moderate and severe intellectual disability who are early readers or nonreaders to engage with grade-level text is challenging. For this reason, purposeful thought must be given to promoting text accessibility and teaching text comprehension. Whenever possible, text should be used as it is originally written without adaptations. When adaptations are needed, however, the guiding principle should be to make only the changes necessary to allow the student to work with the text. This article describes research-based strategies for adapting grade-level text and teaching text comprehension for individuals with moderate and severe intellectual disability. A careful review and subsequent application of these strategies by teachers can lead to the development of materials and instruction that clearly promote interaction of students with moderate and severe intellectual disability who are early readers or nonreaders with grade-level text. (Contains 6 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A