Literaturnachweis - Detailanzeige
| Autor/inn/en | Sheehan, James J.; Sibit, Shawn A. |
|---|---|
| Titel | Adapting Lessons for the Special Needs Student |
| Quelle | In: Social Studies and the Young Learner, 18 (2005) 1, S.4-6 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1056-0300 |
| Schlagwörter | Teacher Responsibility; Student Needs; Learning Disabilities; Special Needs Students; Inclusive Schools; Curriculum Development; Teaching Methods; Social Studies |
| Abstract | The population of American schools has continually become more diverse over time and so too have the needs of the students as well as the responsibilities of teachers. One must include in this multicultural amalgam those who have learning disabilities (LD). Arguably, nowhere else in society are disabilities so openly recognized and acknowledged as within our schools. Therefore, educators have a tremendous amount of responsibility in addressing the plethora of students' needs using effective instructional methodologies. Identifying and addressing the various yet distinct modalities in which students acquire, maintain, and generalize knowledge can be a seemingly insurmountable task, which every teacher will likely face during his or her career. This article analyzes the special needs label "modalities" and provides an outline of a lesson that illustrates how social studies (specifically the Pledge of Allegiance) can be taught and adapted to students with different learning styles. It is the intent of this research to empower educators with pragmatic knowledge and tools so that they may overcome the challenges of teaching the learning disabled. (Contains 14 endnotes.) (ERIC). |
| Anmerkungen | National Council for the Social Studies, 8555 16th St., #500, Silver Spring, MD 20910. Tel: 301-588-1800. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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