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Content Map Graphic Readings for Curricular Design and Instructional Accomodations for Secondary Students with Mild Disabilities
Required Readings
Boudah, D. J., Lenz, B. K., Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (2000). Don’t water down! Enhance content learning through the unit organizer routine. Teaching Exceptional Children, 32(3), 48-56.

Burke, M., Hagan, S., & Grossen, B. (1998). What curricular designs and strategies accommodate diverse learners? Teaching Exceptional Children, 31(1), 34-38.

De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis’s motorcycle: Using self-regulated strategy development to PLAN and WRITE for a state writing exam. Learning Disabilities Research & Practice, 15, 101-109.

Fuchs, L. S., Fuchs. D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20, 309-318.

Guastello, E. F., Beasley, T. M., & Sinatra, R. C. (2000). Concept mapping effects on science content comprehension of low-achieving inner-city seventh graders. Remedial and Special Education, 21, 356-365.

Hardiman, M. M. (submitted for publication). Connecting brain research with Dimensions of Learning: Teaching students with learning disabilities in general education classrooms.

Jitendra, A. K., Hoff, K., & Beck, M. M. (1999). Teaching middle school students with learning disabilities to solve word problems using a schema-based approach. Remedial and Special Education, 20, 50-64.

King-Sears, M. E. (in press). Three steps to gain access to general education curriculum for learners with disabilities. Intervention in School and Clinic.

Maheady, L., Harper, G. F., & Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22, 4-14.

Matlock, L., Fielder, K., & Walsh, D. (2001). Building the foundation for standards-based instruction for all students. Teaching Exceptional Children, 33(5), 68-72.

McCleery, J. A., & Tindal, G. A. (1999). Teaching the scientific method to at-risk students and students with learning disabilities through concept anchoring and explicit instruction. Remedial and Special Education, 20, 7-18.

McLaughlin, M. J., Nolet, V., Rhim, L. M., & Henderson, K. (1999). Integrating standards: Including all students. Teaching Exceptional Children, 31(3), 66-71.

Munk, D. D., & Bursuck, W. D. (1998). Report card grading adaptations for students with disabilities. Intervention in School and Clinic, 33, 306-308.

O’Brien, J. (2000). Enabling all students to learn in the laboratory of democracy. Intervention in School and Clinic, 35, 195-205.

Rose, D., & Meyer, A. (2000). Universal Design for Learning. Journal of Special Education Technology, 15, 67-70.

Schirmer, B. F., & Bailey, J. (2000). Writing assessment rubric: An instructional approach for struggling writers. Teaching Exceptional Children, 33(1), 52-58.

Tralli, R., Colombo, B., Deshler, D. D., & Schumaker, J. B. (1996). The Strategies Intervention Model: A model for supported inclusion at the secondary level. Remedial and Special Education, 17, 204-216.

Weinstein, R. S. (1996). High standards in a tracked system of schooling: For which students and with what educational supports? Educational Researcher, 25(8), 16-19.
Recommended Readings
Academy for Education Development.(n.d.). National Information Center for Children and Youth with Disabilities(NICHCY). Retrieved November 14, 2001 from: http://www.nichcy.org

Bauwens, J., & Rose, J.(n.d.). Curriculum Access. Retrieved November 15, 2001 from Boise State University website: http://education.boisestate.edu/accessbydesign

Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23, 238-252.

California Department of Education/Special Education Division.(1999). Sample IEP Forms. Retrieved November 14, 2001 from: http://goldmine.cde.ca.gov/spbranch/sed/iepsmpl/iepsmpl.htm

Carnine, D., & Kameenui, E. J. (Eds.). (1992). Higher order thinking: Designing curriculum for mainstreamed students. Austin: Pro-Ed.

Center for Applied Special Technology/CAST. (n.d.). Retrieved November 15, 2001 from: http://www.cast.org

Cobb County Public Schools.(n.d.). Section 504 of the Rehabilitation Act of 1973. Retrieved November 14, 2001 from Cobb County School District website: www.cobb.k12.ga.us/~specialstudents/section.htm

Fisher, J. B., Schumaker, J. B., & Deshler, D. D. (1995). Searching for validated inclusive practices: A review of the literature. Focus on Exceptional Children, 28(4), 1-20.

Gorman, J. C. (1999). Understanding children’s hearts and minds: Emotional functioning and learning disabilities. Teaching Exceptional Children, 31(3), 72-77.

Mastropieri, M. A., & Scruggs, T. E. (1998). Enhancing school success with mnemonic strategies. Intervention in School and Clinic, 33(4), 201-208. Retrieved January 8, 2002 from LD Online website: http://www.ldonline.org/ld_indepth/teaching_techniques/mnemonic_strategies.html

Morocco, C. C., Hindin, A., Mata-Aguilar, C., & Clark-Chiarelli, N. (2001). Building a deep understanding of literature with middle-grade students with learning disabilities. Learning Disability Quarterly, 24, 47-58.

Munk, D. D., & Bursuck, W. D. (2001). Preliminary findings on personalized grading plans for middle school students with learning disabilities. Exceptional Children, 67, 211-234.

New York State Education Department.(n.d.). Sample IEP. Retrieved November 14, 2001 from the University of the State of New York website:http//nt5.nysed.gov/vesid/iep98004.htm

PALS.(n.d.). Peer Assisted Learning Strategies: Strategies for Successful Learning. Retrieved November 15, 2001 from Vanderbilt University website:http://www.vanderbilt.edu/kennedy/pals/

Raymond, Brenda, & Remz, Arlene.(n.d.). IDEA Practices. Retrieved November 14, 2001 from Education Development Center Incorporated website: http://www.ideapractices.org

Santos, K. E., & Rettig, M. D. (1999). Going on the block: Meeting the needs of high school students with disabilities in high schools with block scheduling. Teaching Exceptional Children, 31(3), 54-59.

The University of Kansas Center for Research on Learning.(n.d.). Learning Strategies Curriculum. Retrieved November 15, 2001 from University of Kansas website: http://www.ku-crl.org/htmlfiles/lscurriculum/ls.html

Vallecorsa, A. L., & deBettencourt, L. U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-188.

Vaughn, S., Gersten, R., & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, 99-114.

Wood, E., Woloshyn, V. E., & Willoughby, T. (Eds.). (1995). Cognitive strategy instruction for middle and high schools. Cambridge, MA: Brookline.
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