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ERIC Number: EJ1140157
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: N/A
Planning Lessons for Students with Significant Disabilities in High School English Classes
Apitz, Megan; Ruppar, Andrea; Roessler, Karli; Pickett, Kelly J.
TEACHING Exceptional Children, v49 n3 p168-174 Jan-Feb 2017
Students with significant disabilities have intellectual disability and require individualized modifications, adaptations, and supports to access grade-level content (National Center on Educational Outcomes, 2013). This group of students presents a unique challenge for literacy instruction, particularly at the high school level. Teachers must determine the most important literacy skills to teach, the ones which will allow students to communicate across all areas of their lives. At the same time, federal laws charge teachers with the task of providing "all" students access to the general curriculum. Shared reading or structured read-alouds using adapted books has a growing evidence base of improving text comprehension of students with significant disabilities (Hudson & Test, 2011). When students with significant disabilities use adapted texts in general education classes, they have the opportunity to experience the full range of academic content that is presented to students without disabilities as well as instruction by content-area experts and peer models (Browder, Trela, & Jimenez, 2007). To date, research has focused only on the use of adapted texts at the elementary and middle school levels. The same basic principles for adapting text in the early grades should apply at the high school level, but particular challenges might & Biklen, 2001). How can teachers and educational teams help students with significant disabilities engage with grade-level literature in high school English Language Arts (ELA) classes in ways that promote positive long-term outcomes? In this article, the authors present a simple, flexible set of steps developed through a yearlong research project (see Ruppar, Afacan, Yang, & Pickett, in press) for preparing adapted literature so that students with significant disabilities can participate and benefit from high school general education ELA curriculum.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A