Aligning Instruction with Academic Content Standards: Finding the Link

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Beyond Access: Ensuring Progress in the General Education Curriculum for Students with Severe Disabilities (2006, background): “We are not there yet with regard to an adequate empirical base for teaching core content to students with severe disabilities, but we have at least headed down that road, as Browder et al. (2006) amply illustrate.”
Review of Academic Mathematics Instruction for Students with Mild Intellectual Disability (2012, unknown): “…mathematics instruction for students with MID has been divided into two main areas, not unlike the general dichotomy of curriculum for this population of students: a functional curriculum and an academically-oriented approach (Alwell & Cobb, 2009; Browder, Spooner, Wakeman, Trela, & Baker, 2006).”
Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature (2007, methodology): “While most studies on reading for students with moderate and severe developmental disabilities have focused on sight words (Browder et al., 2006), this study uniquely evaluated a method for increasing students’ participation in reading middle school literature.”