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ERIC Number: EJ966521
Record Type: Journal
Publication Date: 2005-May
Pages: 14
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1553-9318
Reaching All of Your Students in Social Studies
Twyman, Todd; Tindal, Gerald
TEACHING Exceptional Children Plus, v1 n5 Article 1 May 2005
Students with disabilities often have difficulty understanding expository history texts in high school. This article presents an integrated curriculum/instruction/assessment approach to teaching history that increases content comprehension and problem-solving skills of students with learning disabilities in inclusive classrooms. Concept-based Instruction (CBI) adapts social studies curricula in three phases. First, texts are organized into concepts that have defining attributes, which are explicitly aligned to state standards. The concept/attribute structure is the rule set for students to access the implicit concepts in the text. Second, visual displays are used during instruction. The visual displays help students to focus their reading and represent consistent practice routines. Third, curriculum-based measures monitor student comprehension progress, and problem-solving questions assess knowledge application. CBI is flexible enough to be used in conjunction with any instructional method and helps teachers to be more efficient and effective to meet the range of abilities in inclusive classrooms. (Contains 5 figures and 1 table.)
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://escholarship.bc.edu/education/tecplus
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001