Adapting Reading and Math Materials for the Inclusive Classroom. Volume 2: Kindergarten through Grade Five. ERIC/OSEP Mini-Library.

Autor/in	Shumm, Jeanne Shay
Institution	ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA. ERIC/OSEP Special Project on Interagency Information Dissemination.; Council for Exceptional Children, Reston, VA.
Titel	Adapting Reading and Math Materials for the Inclusive Classroom. Volume 2: Kindergarten through Grade Five. ERIC/OSEP Mini-Library.
Quelle	(1999), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86586-339-3
Schlagwörter	Leitfaden; Disabilities; Educational Principles; Elementary Education; Inclusive Schools; Individualized Instruction; Instructional Design; Instructional Materials; Mainstreaming; Mathematics Instruction; Mathematics Materials; Media Adaptation; Reading Instruction; Reading Materials + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsprinzip; Elementarunterricht; Inclusive school; Integrative Schule; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Mathematische Tafel; Medienverwendung; Leseunterricht
Abstract	This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible (adaptations must be feasible in the classroom), L-lively (adaptations must be lively and fun), E-eliminated (adaptations must have the goal of being eventually faded out), X-explicit (adaptations must have a definite explicit purpose), I-intentional (adaptions should be part of a comprehension individualized plan), B-beneficial (adaptations should benefit the student with disabilities without detracting from the learning of other students), L-limelight (adaptations do not place undue attention on the student with disabilities), and E-evaluated (adaptations should be evaluated on an ongoing basis). Chapter 2 applies these principles to suggestions for adapting reading and mathematics materials, which are grouped into four categories: (1) providing direct assistance, (2) structuring lessons to promote learning from materials, (3) simplifying or supplementing existing materials, and (4) teaching strategies for using materials. (Contains approximately 50 references.) (DB)
Anmerkungen	Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589; Tel: 703-620-3660; Tel: 703-264-9446 (TTY); Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org (Stock No. P5306).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01