Mainstream Literature for Full, Inclusive Secondary Classrooms

Autor/inn/en	McFall, Lindsey; Fitzpatrick, Michael
Titel	Mainstream Literature for Full, Inclusive Secondary Classrooms
Quelle	In: Intervention in School and Clinic, 45 (2010) 4, S.263-270 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451209353448
Schlagwörter	Reading Difficulties; General Education; Learning Disabilities; Learning Strategies; Prior Learning; Regular and Special Education Relationship; Mainstreaming; Teaching Methods; Learning Activities; High School Students; Literature; Inclusive Schools; Creative Teaching; Student Needs + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Allgemein bildendes Schulwesen; Allgemeinbildung; Learning handicap; Lernbehinderung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Literatur; Inclusive school; Integrative Schule; Creative thinking; Teaching; Kreatives Denken; Unterricht
Abstract	The U.S. Department of Education (2000) reported that approximately 80% of students identified with learning disabilities (LD) received half of their instruction within the general education classroom setting. Therefore, it is important that general education teachers implement teaching strategies and practices that meet the distinct educational needs of students identified as LD. Students with LD often struggle to acquire the skills required for early reading instruction. Beyond the reading difficulties, students with LD also demonstrate learning strategy deficiencies. Students with LD often have difficulties with organization, information retention, and linking information to prior knowledge. General education teachers continue to face the challenge of developing and implementing innovative teaching techniques and instructional strategies that meet the unique academic and social needs of students with LD. This article presents 20 specific activities and instructional strategies that can be employed to teach literature to students with LD within the general education classroom setting. These activities and strategies can be used to teach critical reading, writing, and study skills for students with LD as well as students who are typical learners. "The Canterbury Tales" is referenced throughout this article to provide specific examples of ways to incorporate the suggested instructional techniques and strategies. Although many books, such as "Pride and Prejudice," "The Grapes of Wrath," or "1984," could have been used to provide examples, the authors ultimately chose "The Canterbury Tales" because it is part of many high school English curricula and is rich in literary elements (e.g., characterization, symbolism, metaphors). In addition, "The Canterbury Tales" is a complicated piece of literature that is often troublesome for students of all ability levels, including those identified as having LD. (ERIC).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2017/4/10