Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities

Autor/in	Ciullo, Stephen
Titel	Improving Access to Elementary School Social Studies Instruction: Strategies to Support Students with Learning Disabilities
Quelle	In: TEACHING Exceptional Children, 48 (2015) 2, S.102-109 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059915605640
Schlagwörter	Leitfaden; Unterricht; Lehrer; Access to Education; Social Studies; Elementary School Students; Teaching Methods; Learning Disabilities; Special Education; Regular and Special Education Relationship; Team Teaching; Alignment (Education); Comprehension; Cognitive Processes; Reading Comprehension; Semantics; Video Technology; Concept Formation; Teacher Role; Concept Mapping + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Teamteaching; Verstehen; Verständnis; Cognitive process; Kognitiver Prozess; Leseverstehen; Semantik; Concept learning; Begriffsbildung; Lehrerrolle; Concept Map
Abstract	Social studies instruction in upper elementary school (Grades 3-5) is important for building foundational content knowledge to equip students for the secondary school curriculum. Due to numerous school initiatives and demands on the time of teachers, social studies instruction can play second fiddle to reading and mathematics instruction, which can impact outcomes for students with learning disabilities (LD). This article presents learning strategies, resources, and suggestions for promoting access to the social studies curriculum considering the realities of special educators' schedules. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01