TY  - CHAP
AB  - Abstract In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.
VL  - 5
SN  - 978-1-78441-250-0, 978-1-78441-251-7/1479-3636
DO  - 10.1108/S1479-363620140000005007
UR  - https://doi.org/10.1108/S1479-363620140000005007
AU  - Erickson Jeremy
AU  - Davis Carol Ann
PY  - 2015
Y1  - 2015/01/01
TI  - Providing Appropriate Individualized Instruction and Access to the General Education Curriculum for Learners with Low-Incidence Disabilities
T2  - Including Learners with Low-Incidence Disabilities
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 137
EP  - 158
Y2  - 2024/09/21
ER  -