Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms

June E. Downing
Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms
March 2010 | 208 pages | Corwin
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ISBN: 9781452271323
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ISBN: 9781412971423
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Description

"A useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning."
—Diane M. Browder, Snyder Distinguished Professor of Special Education
University of North Carolina at Charlotte

Help students with significant disabilities succeed in the general education classroom!

While most resources for inclusive education focus on teaching students with mild to moderate disabilities, teachers of students with more severe disabilities need specific methods to provide the individualized and systematic instruction necessary to support students in inclusive environments. This unique book meets that need with approaches, information, and ideas for teachers of students with moderate to severe disabilities in general education classrooms.

June E. Downing draws from a strong research base to provide practical instructional strategies, plus suggestions based on personal experience. Featuring tables and figures, chapter summaries, photographs, multiple examples, and strategies that address the how-to of instruction, this resource helps general and special education teachers:

  • Adapt their curriculum to meet both individual student needs and state standards for core curriculum
  • Work collaboratively with other teachers
  • Develop assessments that accurately determine student needs
  • Keep track of student progress through data collection

Essential for today's inclusive classrooms, this guide covers everything teachers need to know to provide individualized instruction and assessment for their students with significant intellectual disabilities.

Contents

Foreword. by Diane Ryndak

Foreword. by Diane Ryndak

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

  • 1. Teaching Students With Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs
  • Key Concepts
  • A Historical Perspective: Where We Came From
  • The Present Situation and Challenge
  • What is Inclusive Education?
  • What is Not Inclusive Education
  • Who Are We Talking About?
  • Summary
  • 2. Instructional Strategies and Teaching Arrangements
  • Key Concepts
  • Characteristics of Effective Instruction for All Students
  • Clear Expectations
  • Analyzing Tasks for Improved Learning
  • What We Know About Teaching Students with Moderate to Severe Intellectual Disabilities
  • The Importance of Student Interests
  • Components of the Teaching Task
  • Prompting Strategies
  • Consequences of the Behavior
  • Using Sequences of Different Prompts to Teach Students: Shaping Behavior
  • Maintaining and Generalizing Skills
  • Teaching Arrangements in General Education Classrooms
  • Summary
  • 3. Determining Student Needs: What to Teach
  • Key Concepts
  • Limitations of Standardized Assessment
  • Family and Child-Based Assessment Procedure
  • Record Review
  • Observational Assessments
  • What’s the Class Doing?
  • Interpreting Content Standards
  • Blending Student/Family Goals with State Standards
  • Identifying Learning Opportunities
  • Writing IEP Goals and Objectives
  • Summary
  • 4. Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities
  • Key Concepts
  • The Critical Need to Adapt Curriculum to Make it Meaningful
  • Identifying the BIG Ideas from Core Curriculum
  • Determining Prompts to Use for a Particular Student and Lesson
  • Examples of Students Receiving Direct Instruction Across Grades and Instructional Arrangements
  • Large Group Instruction
  • Generalization of Skills Taught
  • Summary
  • 5. It Takes a Village: Teaching as a Collaborative Effort
  • Key Concepts
  • The Expectation of Team Collaboration
  • Team Members Involved in Instruction
  • Credentialed Teachers
  • Co-Teaching
  • Supporting General Education Ownership
  • Paraprofessionals as Teachers
  • Related Service Providers
  • Parent Volunteers
  • Peers as Teachers
  • A Few Cautions When Using Peers
  • The Need for Information and Training
  • Effective Use of Team Members
  • The Importance of Consistency
  • Generalization of Skills Across Team Members
  • Summary
  • 6. Keeping Track of Student Progress, by Kathryn D. Peckham-Hardin and June E. Downing
  • Key Concepts
  • Types of Data Collection Strategies
  • Linking Data Collection Methods to the IEP Objectives
  • Collecting Data While Teaching in General Education Classrooms
  • Examples of Collecting Data During Instructional Times
  • Test Taking by the Class
  • Training Paraprofessionals and Others to Take Data
  • The Need for Alternate Assessment
  • Summary
  • 7. He’s Getting It! Now What? Taking Learning to the Next Level
  • Key Concepts
  • Involving the Student in Planning Next Steps
  • Writing IEP Objectives to Reflect Next Steps
  • Using Standards and Performance Indicators to Determine Next Steps
  • Using Task Analyses to Determine Next Steps
  • Using Life Needs to Determine Next Steps
  • Postsecondary Options
  • Next Steps for Nonacademic Skills
  • Summary
  • References
  • Index

Description

"A useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning."
—Diane M. Browder, Snyder Distinguished Professor of Special Education
University of North Carolina at Charlotte

Help students with significant disabilities succeed in the general education classroom!

While most resources for inclusive education focus on teaching students with mild to moderate disabilities, teachers of students with more severe disabilities need specific methods to provide the individualized and systematic instruction necessary to support students in inclusive environments. This unique book meets that need with approaches, information, and ideas for teachers of students with moderate to severe disabilities in general education classrooms.

June E. Downing draws from a strong research base to provide practical instructional strategies, plus suggestions based on personal experience. Featuring tables and figures, chapter summaries, photographs, multiple examples, and strategies that address the how-to of instruction, this resource helps general and special education teachers:

  • Adapt their curriculum to meet both individual student needs and state standards for core curriculum
  • Work collaboratively with other teachers
  • Develop assessments that accurately determine student needs
  • Keep track of student progress through data collection

Essential for today's inclusive classrooms, this guide covers everything teachers need to know to provide individualized instruction and assessment for their students with significant intellectual disabilities.

Contents

Foreword. by Diane Ryndak

Foreword. by Diane Ryndak

Preface

Preface

Acknowledgments

Acknowledgments

About the Author

  • 1. Teaching Students With Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs
  • Key Concepts
  • A Historical Perspective: Where We Came From
  • The Present Situation and Challenge
  • What is Inclusive Education?
  • What is Not Inclusive Education
  • Who Are We Talking About?
  • Summary
  • 2. Instructional Strategies and Teaching Arrangements
  • Key Concepts
  • Characteristics of Effective Instruction for All Students
  • Clear Expectations
  • Analyzing Tasks for Improved Learning
  • What We Know About Teaching Students with Moderate to Severe Intellectual Disabilities
  • The Importance of Student Interests
  • Components of the Teaching Task
  • Prompting Strategies
  • Consequences of the Behavior
  • Using Sequences of Different Prompts to Teach Students: Shaping Behavior
  • Maintaining and Generalizing Skills
  • Teaching Arrangements in General Education Classrooms
  • Summary
  • 3. Determining Student Needs: What to Teach
  • Key Concepts
  • Limitations of Standardized Assessment
  • Family and Child-Based Assessment Procedure
  • Record Review
  • Observational Assessments
  • What’s the Class Doing?
  • Interpreting Content Standards
  • Blending Student/Family Goals with State Standards
  • Identifying Learning Opportunities
  • Writing IEP Goals and Objectives
  • Summary
  • 4. Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities
  • Key Concepts
  • The Critical Need to Adapt Curriculum to Make it Meaningful
  • Identifying the BIG Ideas from Core Curriculum
  • Determining Prompts to Use for a Particular Student and Lesson
  • Examples of Students Receiving Direct Instruction Across Grades and Instructional Arrangements
  • Large Group Instruction
  • Generalization of Skills Taught
  • Summary
  • 5. It Takes a Village: Teaching as a Collaborative Effort
  • Key Concepts
  • The Expectation of Team Collaboration
  • Team Members Involved in Instruction
  • Credentialed Teachers
  • Co-Teaching
  • Supporting General Education Ownership
  • Paraprofessionals as Teachers
  • Related Service Providers
  • Parent Volunteers
  • Peers as Teachers
  • A Few Cautions When Using Peers
  • The Need for Information and Training
  • Effective Use of Team Members
  • The Importance of Consistency
  • Generalization of Skills Across Team Members
  • Summary
  • 6. Keeping Track of Student Progress, by Kathryn D. Peckham-Hardin and June E. Downing
  • Key Concepts
  • Types of Data Collection Strategies
  • Linking Data Collection Methods to the IEP Objectives
  • Collecting Data While Teaching in General Education Classrooms
  • Examples of Collecting Data During Instructional Times
  • Test Taking by the Class
  • Training Paraprofessionals and Others to Take Data
  • The Need for Alternate Assessment
  • Summary
  • 7. He’s Getting It! Now What? Taking Learning to the Next Level
  • Key Concepts
  • Involving the Student in Planning Next Steps
  • Writing IEP Objectives to Reflect Next Steps
  • Using Standards and Performance Indicators to Determine Next Steps
  • Using Task Analyses to Determine Next Steps
  • Using Life Needs to Determine Next Steps
  • Postsecondary Options
  • Next Steps for Nonacademic Skills
  • Summary
  • References
  • Index
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Academic Instruction for Students With Moderate and Severe Intellectual Disabilities in Inclusive Classrooms

June E. Downing
Cancel Print

March 2010 | 208 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781412971423 $44.95
Lifetime 01/02/2026 9781452271323 $41.00

"A useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning."
—Diane M. Browder, Snyder Distinguished Professor of Special Education
University of North Carolina at Charlotte

Help students with significant disabilities succeed in the general education classroom!

While most resources for inclusive education focus on teaching students with mild to moderate disabilities, teachers of students with more severe disabilities need specific methods to provide the individualized and systematic instruction necessary to support students in inclusive environments. This unique book meets that need with approaches, information, and ideas for teachers of students with moderate to severe disabilities in general education classrooms.

June E. Downing draws from a strong research base to provide practical instructional strategies, plus suggestions based on personal experience. Featuring tables and figures, chapter summaries, photographs, multiple examples, and strategies that address the how-to of instruction, this resource helps general and special education teachers:

  • Adapt their curriculum to meet both individual student needs and state standards for core curriculum
  • Work collaboratively with other teachers
  • Develop assessments that accurately determine student needs
  • Keep track of student progress through data collection

Essential for today's inclusive classrooms, this guide covers everything teachers need to know to provide individualized instruction and assessment for their students with significant intellectual disabilities.


Table Of Contents:

  • Foreword. by Diane Ryndak
  • Preface
  • Acknowledgments
  • About the Author
  • 1. Teaching Students With Moderate to Severe Intellectual Disabilities in General Education Classrooms: Foundational Beliefs
  • Key Concepts
  • A Historical Perspective: Where We Came From
  • The Present Situation and Challenge
  • What is Inclusive Education?
  • What is Not Inclusive Education
  • Who Are We Talking About?
  • Summary
  • 2. Instructional Strategies and Teaching Arrangements
  • Key Concepts
  • Characteristics of Effective Instruction for All Students
  • Clear Expectations
  • Analyzing Tasks for Improved Learning
  • What We Know About Teaching Students with Moderate to Severe Intellectual Disabilities
  • The Importance of Student Interests
  • Components of the Teaching Task
  • Prompting Strategies
  • Consequences of the Behavior
  • Using Sequences of Different Prompts to Teach Students: Shaping Behavior
  • Maintaining and Generalizing Skills
  • Teaching Arrangements in General Education Classrooms
  • Summary
  • 3. Determining Student Needs: What to Teach
  • Key Concepts
  • Limitations of Standardized Assessment
  • Family and Child-Based Assessment Procedure
  • Record Review
  • Observational Assessments
  • What’s the Class Doing?
  • Interpreting Content Standards
  • Blending Student/Family Goals with State Standards
  • Identifying Learning Opportunities
  • Writing IEP Goals and Objectives
  • Summary
  • 4. Teaching Core Curriculum to Students With Moderate to Severe Intellectual Disabilities
  • Key Concepts
  • The Critical Need to Adapt Curriculum to Make it Meaningful
  • Identifying the BIG Ideas from Core Curriculum
  • Determining Prompts to Use for a Particular Student and Lesson
  • Examples of Students Receiving Direct Instruction Across Grades and Instructional Arrangements
  • Large Group Instruction
  • Generalization of Skills Taught
  • Summary
  • 5. It Takes a Village: Teaching as a Collaborative Effort
  • Key Concepts
  • The Expectation of Team Collaboration
  • Team Members Involved in Instruction
  • Credentialed Teachers
  • Co-Teaching
  • Supporting General Education Ownership
  • Paraprofessionals as Teachers
  • Related Service Providers
  • Parent Volunteers
  • Peers as Teachers
  • A Few Cautions When Using Peers
  • The Need for Information and Training
  • Effective Use of Team Members
  • The Importance of Consistency
  • Generalization of Skills Across Team Members
  • Summary
  • 6. Keeping Track of Student Progress, by Kathryn D. Peckham-Hardin and June E. Downing
  • Key Concepts
  • Types of Data Collection Strategies
  • Linking Data Collection Methods to the IEP Objectives
  • Collecting Data While Teaching in General Education Classrooms
  • Examples of Collecting Data During Instructional Times
  • Test Taking by the Class
  • Training Paraprofessionals and Others to Take Data
  • The Need for Alternate Assessment
  • Summary
  • 7. He’s Getting It! Now What? Taking Learning to the Next Level
  • Key Concepts
  • Involving the Student in Planning Next Steps
  • Writing IEP Objectives to Reflect Next Steps
  • Using Standards and Performance Indicators to Determine Next Steps
  • Using Task Analyses to Determine Next Steps
  • Using Life Needs to Determine Next Steps
  • Postsecondary Options
  • Next Steps for Nonacademic Skills
  • Summary
  • References
  • Index

Recent Product Reviews:

"A useful resource for all educational teams who plan for students with moderate and severe intellectual disabilities. In each chapter Downing summarizes current, key research and offers practical applications from her wealth of experience in schools. Readers who are new to planning for students with severe disabilities will find excellent coverage of the basics like systematic instruction, positive behavior support, and collaboration. Professionals with extensive experience will benefit from the new ideas for planning, including specific examples of adapting academic content, considering both family goals and state standards in planning, and using universal design for learning."
Diane M. Browder, Snyder Distinguished Professor of Special Education, University of North Carolina at Charlotte
"Anyone who reads this book will benefit from the dedicated career and expertise of June Downing encapsulated in a clear, practical resource. This book can help educators make meaningful differences in the lives of diverse-ability learners in inclusive settings."
Ellin Siegel, Associate Professor, University of Nebraska-Lincoln, Director, Severe Disabilities Program and Visual Impairments Program
"June Downing has a talent for explaining complex information in easily understood ways using practical examples that reflect exemplary, evidence-based educational practices. This book goes a long way in conceptualizing access to the general education curriculum for students with severe intellectual disabilities and operationalizing it within typical regular class activities. It is a valuable resource for teachers, special educators, parents, and related service providers interested in extending inclusive opportunities for students with severe disabilities."
Michael F. Giangreco, Professor, Center on Disability & Community Inclusion, University of Vermont

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