ERIC Number: EJ1128776
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
A Guide to Addressing Multiple Priorities in Core Content Instruction for Students with Severe Disabilities
Root, Jenny R.; Knight, Victoria F.; Mims, Pamela J.
Career Development and Transition for Exceptional Individuals, v40 n1 p56-61 Feb 2017
Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.
Descriptors: Severe Disabilities, High Schools, Secondary School Teachers, Instructional Design, Relevance (Education), Teaching Methods, Generalization, Pictorial Stimuli, Science Instruction, Engineering, Visual Stimuli, Inquiry, Literacy Education, Language Arts, Academic Accommodations (Disabilities)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A