Aligning Instruction With Academic Content Standards: Finding the Link
Authors: Browder, Diane M; Spooner, Fred; Wakeman, Shawnee; Trela, Katherine; Baker, Joshua N
Source: Research and Practice for Persons with Severe Disabilities, Volume 31, Number 4, 1 December 2006 , pp. 309-321(13)
Publisher: TASH Publishing
Abstract:For students to have full access to the general curriculum, they need the opportunity to learn academic content that links closely to the standards for their grade level. In this article, we synthesize what we have learned through our research on aligning instruction for students with significant cognitive disabilities with state's academic content standards. In finding these links between state content standards and instruction for students with significant cognitive disabilities, we have discovered that it is important to understand (a) the implications of current federal policy; (b) the evidence for academic learning by this population; (c) the nature of national and state standards; (d) the importance of starting with universal design and general education collaboration; and (e) the concept of alignment.
Document Type: Research Article
Affiliations: University of North Carolina at Charlotte.
Publication date: 1 December 2006
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