Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities.

By D. Browder, F. Spooner. 2006

80 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e3569259fe7e1e3054aea3431d749266b97779f9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. K. Shogren
2. J. Kurth
3. Mary E. Morningstar
4. M. Wehmeyer
5. Andrea L. Ruppar
6. K. Born
7. S. Dymond
8. J. Gaffney

Citations in the corpus

• What is Literacy? The Power of a Definition (2011, background): “…provide a framework for examining research on reading instruction for students with extensive needs for support (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006) and literature addressing how to teach literacy skills to these students (Browder & Spooner, 2006; Copeland & Keefe, 2007).”
• Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication (2011, background): “Literacy instruction has played a central role in this debate, and researchers have advanced varying perspectives on how and where students with severe disabilities should access literacy instruction (Browder & Spooner, 2006; Copeland & Keefe, 2007; Downing, 2005; Soto & Zangari, 2009).”
• Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms (2015, background): “Email: mmorningstar@ku.edu observers have argued that access to the general education curriculum is not synonymous with location (Browder & Spooner, 2006), and fully including some students occurs at the expense of quality instruction for others (Kauffman, Landrum, Mock, Sayeski, & Sayeski, 2005).”
• Evidence-Based Practice for Teaching Academics to Students With Severe Developmental Disabilities (2012, methodology): “One of the most prevalent practices identified by prior literature reviews (Browder et al., 2006; Browder et al., 2008; Spooner et al., in press) and recommended in textbooks (e.g., Browder & Spooner, 2006; Collins, 2007) is time delay.”
• Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting (2010, background): “Often, however, it has been our experience that the special education curriculum is rather piecemeal, largely because special educators use a catalog approach to selecting and implementing the curriculum (Spooner & Browder, 2006).”
• Beyond Access: Ensuring Progress in the General Education Curriculum for Students with Severe Disabilities (2006, methodology): “…semester I taught the introductory methods course in severe disabilities at our university and used as one of my core texts a book edited by authors of papers in this issue, titled Teaching Language Arts, Math, & Science to Students With Significant Cognitive Disabilities (Browder & Spooner, 2006).”