TY  - CHAP
AB  - Abstract Both broad and discipline-specific curriculum standards have shifted from a focus on learning discrete content material to a broader understanding of the processes used by disciplinary experts. Using the example of historical thinking in history/social studies, we discuss how this shift may impact students with disabilities and their participation in the general education curriculum and classroom. Specific examples of what close reading and sourcing look like in the classroom and how researchers in special education have addressed them are provided. We conclude with how this shift in thinking about process over the regurgitation of facts may be both advantageous and overwhelming to students with disabilities and their teachers.
VL  - 32
SN  - 978-1-78635-543-0, 978-1-78635-544-7/0270-4013
DO  - 10.1108/S0270-401320160000032009
UR  - https://doi.org/10.1108/S0270-401320160000032009
AU  - Weiss Margaret P.
AU  - Pellegrino Anthony
PY  - 2016
Y1  - 2016/01/01
TI  - Academics and the Curriculum in Inclusive Classrooms: An Example of Historical Thinking
T2  - General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 137
EP  - 152
Y2  - 2024/04/25
ER  -