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Grossen, Bonnie; Caros, Jennifer; Carnine, Doug; Davis, Betsy; Deshler, Don; Schumaker, Jean; Bulgren, Janis; Lenz, Keith; Adams, Gary; Jantzen, Jean-Ellen; Marquis, Janet – TEACHING Exceptional Children, 2002
This article describes the three major components of the BIG Accommodation Model, a program that focuses on restructuring traditional instruction through alternative programs designed to accelerate learning in students with disabilities and other students. The components include curricula engineered to accelerate learning; early, intensive…
Descriptors: Academic Accommodations (Disabilities), Academic Standards, Acceleration (Education), Concept Teaching
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Deshler, Donald; Schumaker, Jean; Bulgren, Janis; Lenz, Keith; Jantzen, Jean-Ellen; Adams, Gary; Carnine, Douglas; Grossen, Bonnie; Davis, Betsy; Marquis, Janet – TEACHING Exceptional Children, 2001
This article discusses the challenge that students with disabilities face in high-school settings in trying to succeed within the general education curriculum. The Concept Anchoring Routine is profiled as a way to help adolescents connect new information they are expected to learn to information that is already familiar to them. (CR)
Descriptors: Adolescents, Concept Teaching, Disabilities, High Schools
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Burke, Mack D.; Hagan, Shanna L.; Grossen, Bonnie – TEACHING Exceptional Children, 1998
Describes six features of instruction that efficiently accommodate and accelerate learning of a diverse range of students in the general education classroom, including organizing instruction around big ideas, using conspicuous strategies, priming students with background knowledge, using mediated scaffolding, judiciously planning and organizing…
Descriptors: Academic Accommodations (Disabilities), Classroom Techniques, Disabilities, Elementary Secondary Education
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Grossen, Bonnie; Carnine, Doug – Teaching Exceptional Children, 1992
This article presents and illustrates four text structure maps to help poor readers in comprehension. These patterns are: (1) the descriptive or thematic map; (2) the sequential episodic map; (3) the comparative and contrastive map; and (4) the problem/solution map. Guidelines are offered for sequencing instruction in the text maps. (DB)
Descriptors: Cognitive Mapping, Elementary Secondary Education, Reading Comprehension, Reading Difficulties
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Grossen, Bonnie; Carnine, Douglas – Teaching Exceptional Children, 1993
This article applies research findings to the teaching of phonics, and outlines four instructional steps: (1) introduce letter-sound correspondence in isolation, (2) teach students to blend sounds to read words, (3) provide immediate feedback on oral reading errors, and (4) provide extensive practice. (JDD)
Descriptors: Decoding (Reading), Elementary Secondary Education, Phoneme Grapheme Correspondence, Phonics
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Grossen, Bonnie; Carnine, Douglas – TEACHING Exceptional Children, 1996
Considerate instruction, defined as combining effective teaching practices with effective teaching tools such as textbooks and media, is seen as successfully enabling students with sensory and mild cognitive disabilities to achieve. The concept is applied to the teaching of mathematics, science, reasoning, and history. (DB)
Descriptors: Educational Practices, Elementary Secondary Education, Hearing Impairments, Instructional Effectiveness