Planning Lessons for Students with Significant Disabilities in High School English Classes

Autor/inn/en	Apitz, Megan; Ruppar, Andrea; Roessler, Karli; Pickett, Kelly J.
Titel	Planning Lessons for Students with Significant Disabilities in High School English Classes
Quelle	In: TEACHING Exceptional Children, 49 (2017) 3, S.168-174 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916654900
Schlagwörter	Lesson Plans; Severe Disabilities; Literacy Education; Inclusion; Curriculum Development; High Schools; Language Arts; Literature; Regular and Special Education Relationship; Planning + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Severe disability; Schwerbehinderung; Inklusion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; Oberschule; Sprachkultur; Literatur; Ablaufplanung; Planungsprozess
Abstract	Students with significant disabilities have intellectual disability and require individualized modifications, adaptations, and supports to access grade-level content (National Center on Educational Outcomes, 2013). This group of students presents a unique challenge for literacy instruction, particularly at the high school level. Teachers must determine the most important literacy skills to teach, the ones which will allow students to communicate across all areas of their lives. At the same time, federal laws charge teachers with the task of providing "all" students access to the general curriculum. Shared reading or structured read-alouds using adapted books has a growing evidence base of improving text comprehension of students with significant disabilities (Hudson & Test, 2011). When students with significant disabilities use adapted texts in general education classes, they have the opportunity to experience the full range of academic content that is presented to students without disabilities as well as instruction by content-area experts and peer models (Browder, Trela, & Jimenez, 2007). To date, research has focused only on the use of adapted texts at the elementary and middle school levels. The same basic principles for adapting text in the early grades should apply at the high school level, but particular challenges might & Biklen, 2001). How can teachers and educational teams help students with significant disabilities engage with grade-level literature in high school English Language Arts (ELA) classes in ways that promote positive long-term outcomes? In this article, the authors present a simple, flexible set of steps developed through a yearlong research project (see Ruppar, Afacan, Yang, & Pickett, in press) for preparing adapted literature so that students with significant disabilities can participate and benefit from high school general education ELA curriculum. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01