- General Curriculum Planning
- Curriculum Planning for Reading
- Curriculum Planning for Math
Providing access to the general curriculum
Rationale for providing access to the general curriculum
- McDonnell, L. M. & McLaughlin, M. J., Eds. (1997). Educating One and All: Students with disabilities and standards-based reform. Washington, D. C.: National Academy Press.
Providing access to students with disabilities
- King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37, 67-76.
Strategies for providing access to the general curriculum
- Kameenui, E. J. & Carnine, D. W. (1998). Effective Teaching Strategies that Accommodate Diverse Learners. Upper Saddle River, NJ: Prentice Hall.
Universal Design for Learning
Providing access through UDL
- Council for Exceptional Children. (2001). Access to the general curriculum: Questions and answers. Teaching Exceptional Children, 34, 84-85./li>
Definition and examples of UDL
- ERIC Clearinghouse on Disabilities and Gifted Education. (1998, Fall). A curriculum every student can use: Design principles for student access. Retrieved January 21, 2003 from/li>
Definition of UDL and its relationship to assistive technology
- ERIC Clearinghouse on Disabilities and Gifted Education. (1999, Fall). Universal Design: Ensuring access to the general education curriculum. Research Connections. Retrieved January 27, 2003 from/li>
Planning for multi-level instruction
Prioritizing instructional objectives
- Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (1998). C.O.A.C.H.: Choosing options and accommodations for children. Baltimore: Brookes Publishing Co.
Using the Schumm's Planning Pyramid to plan instruction in a heterogeneous class
- Schumm, J. S., Vaughn, S., & Leavell, A. G. (1994). Planning pyramid: A framework for planning for diverse students' needs during content area instruction. The Reading Teacher, 47, 608-615.
Relationship between differentiation and state standards
- Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-11.
Teaching functional academics
- Wolfe, P.S. & Kubina, R.M. (2004). Functional academics. In P. Wehman & J. Kregel (Eds.), Functional curriculum for elementary, middle, and secondary age students with special needs (2nd ed., pp. 95-112). Austin: Pro-ed.
Academic and behavioral effects of inclusive practices
- McDonnell, J. & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of Children, 24, 141-160.
Definitions of accommodations and modifications and a list of adaptations
- Families and Advocate Partnership for Education (FAPE). (2001, October). School accommodations and modifications. (Issue Brief No. 27). Minneapolis: Author.
List of educational and vocational accommodations
- Office of Disability Employment Policy of the U.S Department of Labor. (n. d.). Accommodation Fact Sheet: Sample accommodation situations and solutions for students with disabilities. Retrieved on February 11, 2003 from
Concept of a word
- Gately, S. E. (2004). Developing concept of word: The work of emergent readers. Teaching Exceptional Children, 36, 16-22.
Shared storybook reading
- Justice, L.M. & Kaveravek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8-13.
Language-rich preschool classrooms
- Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.
Sight word instruction
Meta-analysis of sight word research
- Browder, D.M. & Xin, Y.P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education, 32, 130-53.
Browder, D.M. & Minarovic, T. J. (2000).
- Utilizing sight words in self-instruction training for employees with moderate mental retardation in competitive jobs. Education and Training in Mental Retardation and Developmental Disabilities, 35, 78-89.
Teaching sight words (product warning)
- Collins, B. C. & Griffen, A. K. (1996). Teaching students with moderate disabilities to make safe responses to product warning labels. Education and Treatment of Children, 19, 30-45.
Augmentative and alternative communication devices
- Walsh-Cassidy, P., Gardner-Fox, D., Herlihy, D., Hogan, N., & Kenny, K. (date unknown). Using technology to enhance literacy skills for students with special needs. Retrieved 2/25/05 from http://www.connsensebulletin.com/hecart2.html, part of the Collaborative Center for Assistive Technology and Training, Hampshire Educational Collaborative.
Students with visual impairments
Family involvement in the development of literacy
- Craig, C.J.(1996). Family support of the emergent literacy of children with visual impairments. Journal of Visual Impairment & Blindness, 90, 194-200.
Literacy experiences of children with visual impairments
- Craig, C. (1999). Home literacy experiences of a child with a visual impairment. Journal of Visual Impairment and Blindness, 93, 794-797.
Students who are deaf-blind
Creating an environment to develop the literacy skills of children who are deaf-blind
- Miles, B. (2000). Literacy for persons who are deaf-blind.
Retrieved August 1, 2002 from
- http:// www.tr.wou.edu/dblink/literacy2.htm
Students with autism
- Kluth, P. (2003). Seeing students with autism as literate: Beyond sight words. In You're going to love this kid! Teaching students with autism in the inclusive classroom (pp. 135-152). Baltimore: Paul H. Brookes.
- http:// www.tr.wou.edu/dblink/literacy2.htm
Meta-analysis of research related to money skills instructionv
- Browder, D.M., & Grasso, E. (1999). Teaching money skills to individuals with mental retardation: A research review with practical applications. Remedial and Special Education, 20, 297-308.
Research based instructional ideas for teaching mathematical operations
- Burnette, J. (2002). Strengthening the third "R": Helping students with disabilities achieve in mathematics. Research Connections in Special Education, 11.
Integrating math and science to develop problem-solving skills
- Cawley, J. F. & Foley, T. E. (2002). Connecting math and science for all students. Teaching Exceptional Children, 34, 14-19.
Teaching purchasing skills using the next-dollar strategy
- Coyler, S. P. & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-18.