| Description |
xix, 308 pages : illustrations ; 26 cm |
| Bibliography |
Includes bibliographical references (pages 279-296) and index. |
| Contents |
Foreword / Rud Turnbull, Ann Turnbull -- Understanding Mental Retardation: A Functional Model -- Defining Mental Retardation -- Understanding Mental Retardation -- Curriculum Decision Making and Educational Supports -- What Is Curriculum? -- Curriculum Design -- An Inclusive Approach to Curriculum Design -- Theories Driving Curriculum Design -- Universal Design as Curriculum Theory -- Curriculum Decision Making -- Designing Educational Supports for Students with Mental Retardation -- Designing Personalized Curricular Supports for Students with Mental Retardation -- Designing or Identifying Educational Supports -- Conceptualizing Access to the General Curriculum -- What Is the General Curriculum? -- What Constitutes Access to the General Curriculum? -- How Is Access to the General Curriculum Achieved? -- Achieving Access to the General Curriculum -- Curriculum Modifications to Ensure Access -- A Model to Promote Access to and Progress in the General Curriculum -- Strategies for Adapting the Curriculum -- Strategies for Augmenting the Curriculum -- Altering the Curriculum: Toward Functionality -- Person-Centered and Student-Directed Planning -- The IEP Team -- Person-Centered Planning -- Student-Directed Planning -- Person-Centered, Student-Directed IEP Meetings -- IEP Meeting Outcomes: Educational Supports -- Program Evaluation: Empowerment Evaluation and Personal Outcomes -- From Student Evaluation to Program Evaluation -- From Process-Based to Personal Outcomes-Based Evaluation -- From Individualized to Personalized. |
| Summary |
Every day, teachers and education professionals struggle with a crucial classroom goal: ensuring that students with mental retardation have access to the general curriculum. They'll find the guidance, research, and practical strategies they need in this advanced, reader-friendly textbook, which will prepare preservice educators for the classroom and sharpen the skills of professionals in the field. Blending research-based theory with step-by-step processes and planning forms, this practical text is the key to building curricula that include students with mental retardation and meet their individual needs. Book jacket. |
| Subject |
Children with mental disabilities -- Education -- United States.
|
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Children with mental disabilities -- Education.
(OCoLC)fst00855625
|
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United States. (OCoLC)fst01204155
|
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Geistigbehindertenpädagogik.
|
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United States.
|
| Added Author |
Wehmeyer, Michael L.
|
|
Sands, Deanna J.
|
|
Knowlton, H. Earle.
|
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Kozleski, Elizabeth B.
|
| Other Form: |
Online version: Teaching students with mental retardation. Baltimore : P.H. Brookes, ©2002 (OCoLC)622483997 |
| ISBN |
1557665281 |
|
9781557665287 |
|
