Teaching Mathematics and Science Standards to Students With Moderate and Severe Developmental Disabilities

By D. Browder, Katherine Trela, Ginevra Courtade, Bree A. Jimenez, Victoria F. Knight, Claudia Flowers. 2012

117 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8cf3ddc4d9a78ef5ffc4ef0a22d48ec3b6308d4a

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In Developmental and Educational Psychology

In Safety Research

In Statistics and Probability

Citations in the corpus

Grade-Aligned Math Instruction for Secondary Students with Moderate Intellectual Disability (2012, unknown): “Browder et al. (2010) used a similar strategy to teach students multiple standards selected from the middle/ secondary level.”
Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Even when IEP goals are based on grade-level state standards, these goals typically reflect a limited set of standards and concepts (Browder et al., 2012).”
Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education (2014, background): “…that included teacher-directed inquiry (e.g., experiments to discover a concept), explicit instruction in science vocabulary, handson materials (Browder et al., 2012), graphic organizers (Knight, Spooner, Browder, Smith, & Wood, 2013), and explicit e-text (Knight, Wood, Spooner, Browder, &…”
Inclusive Inquiry Science Using Peer-Mediated Embedded Instruction for Students with Moderate Intellectual Disability (2012, background): “Several recent studies have demonstrated how to use directed inquiry with students with moderate/severe disabilities (Browder et al., 2010; Courtade, Browder, Spooner, & DiBiase, 2010; Jimenez et al., 2009).”
Building the Early Numeracy Skills of Students with Moderate Intellectual Disability (2013, unknown): “Research has supported students’ mastery of complex math learning objectives, such as linear equations or coordinate planes (Browder et al., 2012), however; students who do not have basic numeracy skills (number identiﬁcation) can only access these complex skills at a minimal depth.”
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, background): “The first studies to teach problem solving found task analytic instruction, graphic organizers, and manipulatives to be effective for students with ASD/ID (Browder, Jimenez, & Trela, 2012; Browder et al., 2012; Jimenez, Browder, & Courtade, 2008).”
Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) (2012, unknown): “…stan-dards-based instruction, research also has emerged on teaching skills that link to grade-level content (Agran, Cavin, Wehmeyer, & Palmer, 2006; Browder et al., 2010; Collins, Evans, Creech-Galloway, Karl, & Miller, 2007; Jameson, McDonnell, Johnson, Riesen, & Polychronis, 2007; Jameson,…”