Search results

1 – 5 of 5
Book part
Publication date: 22 February 2010

Michael Faggella-Luby and Patricia Sampson Graner

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for…

Abstract

In response to the urgent national need to implement evidence-based literacy supports for adolescent struggling readers (ASRs), this chapter provides a framework for addressing reading comprehension instruction. Schools face significant challenges in the education of ASRs including how to address the achievement gap that emerges between proficient readers and a variety of poor reader subgroups predicted by the Simple View of Reading. The authors present current research in the components of reading comprehension (e.g., text structures, vocabulary, prior knowledge, cognitive strategies, and motivation) and explicit pedagogical practices associated with improving outcomes for ASRs, including a school-wide framework called the Content Literacy Continuum. Two specific interventions with supporting research are presented as model practices to improve outcomes for ASRs.

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 26 November 2019

Margaret P. Weiss and Michael Faggella-Luby

Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research…

Abstract

Although improving, students with learning disabilities (LD) still do not experience positive postsecondary outcomes at the same rate as their nondisabled peers. Research indicates that inclusion in the general education classroom for core content courses correlates to better outcomes; however, the large amount of content to be covered in these courses makes it difficult to deliver targeted transition services, such as instruction in self-determination skills, in these settings. In this chapter, we briefly summarize the research on transition services for students with LD and then provide examples of opportunities for instruction and practice of self-determination skills in the general education classroom.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

Content available
Book part
Publication date: 26 November 2019

Abstract

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Content available
Book part
Publication date: 22 February 2010

Abstract

Details

Literacy and Learning
Type: Book
ISBN: 978-1-84950-777-6

Book part
Publication date: 1 April 2011

Michael L. Wehmeyer

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research…

Abstract

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.

Details

Assessment and Intervention
Type: Book
ISBN: 978-0-85724-829-9

1 – 5 of 5