Literaturnachweis - Detailanzeige
| Autor/inn/en | Konrad, Moira; Walker, Allison R.; Fowler, Catherine H.; Test, David W.; Wood, Wendy M. |
|---|---|
| Titel | A Model for Aligning Self-Determination and General Curriculum Standards |
| Quelle | In: TEACHING Exceptional Children, 40 (2008) 3, S.53-64 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| Schlagwörter | Individualized Education Programs; Academic Education; Disabilities; Standards; Individualized Instruction; Self Determination; Surveys; Teacher Attitudes; Decision Making; Models; Curriculum |
| Abstract | Researchers and practitioners have emphasized the importance of teaching self-determination skills to students with disabilities for more than a decade. One major barrier to teaching self-determination in recent years has been teachers' not knowing how to focus on reading, writing, and mathematics and simultaneously teach self-determination skills. Thoma, Nathanson, Baker, and Tamura found that the majority of teachers they surveyed taught self-determination only informally and had never heard of published curricula and instructional methods for teaching self-determination. With higher stakes for demonstrating academic skills, teachers and districts need models of how to integrate other relevant skills into teaching the important academic content. A dual focus on self-determination and academic skills is crucial for all students' success. In response to these concerns, the authors developed a model to help practitioners integrate self-determination skills into the general academic curriculum. Planning worksheets guide teachers through the process and can be applied to instructional decision-making for an individual student or for a group of students. The model is designed for teachers to begin using immediately, even before they have adjusted their individualized education programs (IEPs) to match the model. However, the process is recursive: Eventually, when teachers become more comfortable with the model and when they more fully involve their students in the IEP process, they will more naturally develop IEP goals that make this process even easier. (Contains 6 figures.) (ERIC). |
| Anmerkungen | 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://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
