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Lesson Plans for Students with Disabilities (January 2002)

Where can I find lesson plans for students with disabilities?

You can find lesson plans in books, articles, and on the internet. There are a variety of books and articles that contain sample lesson plans for students with disabilities. However, there are very few websites that provide lesson plans specifically for students with disabilities, as students with disabilities often require lessons tailored to their individual needs. We recommend that you visit websites with lesson plans for general classrooms and make modifications as needed.

This FAQ contains internet resources for lesson plans, and also contains citations from the ERIC database for resources with sample lesson plans.

Following are links to additional frequently asked questions (FAQs) as well as selected citations from the ERIC database and the search terms we used to find the citations.

You can search the ERIC database yourself on the Internet through either of the following web sites:

ERIC Citations

The full text of ERIC documents (for example, EDxxxxxx) is available:

  • In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
  • For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC. (no longer available)

The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:

ERIC Search Terms Used

lesson plans

AND

special education OR disabilities

ED450499 EC308254
Title: Amazing Ants: A Teacher-Friendly Thematic Unit. R.E.A.D. A.N.D. F.E.E.D. Series.
Author(s) Cardinalli, Antonina; Klingborg, Beverly
Pages: 118
Publication Date: 2000
Notes: Edited by Jane Van Dusen. Illustrated by Sandra Estrada and Anita Jones.
ISBN: 1-884362-37-0
Available from: Document Not Available from EDRS.
Availability: Butte Publications, Inc., PO Box 1328, Hillsboro, OR 97123-1328; Web site: http://www.buttepublications.com.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Oregon
Journal Announcement: RIEAUG2001
Target Audience: Practitioners; Teachers
This guide is one in a series of thematic units designed especially for deaf and hard of hearing children in kindergarten through elementary grades. The series is grounded on the principle that language instruction for these children needs to be repetitive, visual, and taught in a myriad of contexts. It utilizes the language experience approach and techniques including interactive writing, explicit vocabulary instruction, book reading, use of recipes, student-made books, auditory training, and group story boards. The 29 lesson plans are presented in a format which briefly describes the lesson, identifies related curriculum areas, lists vocabulary words, lists needed materials, offers any preparatory information, summarizes the lesson process, and suggests variations and extensions. Also included is a list of suggested children's books about ants and 21 templates and worksheets for use with the lessons.
Descriptors: Deafness; *Hearing Impairments; *Language Arts; Language Experience Approach; Learning Activities; Lesson Plans; Partial Hearing; Primary Education; *Thematic Approach; *Units of Study
Identifiers: *Ants

ED449614 EC308220
Title: Essential Elements of Instruction: Lesson Plans Created by Special Education Interns, Fall 2000.
Author(s) Nevin, Ann, Ed.
Author Affiliation: Arizona State Univ.-West, Phoenix.(BBB31445)
Pages: 36
Publication Date: 2000
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Arizona
Journal Announcement: RIEJUL2001
Target Audience: Practitioners; Teachers
This document is a collection of six mathematics lesson plans for use with students with learning disabilities or mild mental retardation. The lesson plans utilize the Essential Elements of Instruction (EEI) 5-Step lesson design model developed by Madeline Hunter. The lesson plans and their authors are as follows: (1) "An EEI Lesson for 1st Graders with Learning Disabilities in Math: The 'Say It before You Do It' Strategy" (Jacqueline Katsoufis, Amanda Libby, and Lina Nguyen); (2) "An EEI Lesson for 2nd {and} 3rd Grade Students with Learning Disabilities in Math Reasoning and Computation: The 'Say-Do' Strategy" (Diane Martin-Snyder, Nichole Pottinger, and Priscilla Romero; (3) "An EEI Lesson for 3rd-5th Grade Students with Learning Disabilities: The 'Say-Do' Strategy To Improve Multiplication" (Daniel Coburn, Beth Harrison, Cheryl Martin); (4) "An EEI Lesson for 7th-8th Grade Students with Learning Disabilities in Reading Comprehension: Using the RIDGES Mnemonic To Solve Story Problems in Math" (Rebekah Dyer, Nancy Kane, and Julia Monoz); (5) "An EEI Lesson for 9th Grade Students with Mild Mental Retardation: Using Mnemonics Strategies To Solve Math Word Problems RIDGES and 'Does McDonalds Sell Cheese BurgeRs?'" (Ann Calvert, Serena Comella, and Susan George); and (6) "An EEI Lesson for 10th Grade Students with Specific Learning Disability in Mathematics and Who are Learning English as a Second Language: Using Mnemonics for Problem Solving" (Kelly Buck, Annemarie Lampright, and Donald Rand). An appendix outlines the EEI lesson design model.
Descriptors: *Arithmetic; Elementary Secondary Education; *Learning Disabilities; Learning Strategies; *Lesson Plans; *Mathematics Instruction; Mild Mental Retardation; Mnemonics; *Teaching Models
Identifiers: *Essential Elements of Instruction (Hunter)

EJ609764 EC625277
Title: Working with WebQuests: Making the Web Accessible to Students with Disabilities.
Author(s) Kelly, Rebecca
Source: TEACHING Exceptional Children, v32 n6 p4-13 Jul-Aug 2000
Publication Date: 2000
ISSN: 0040-0599
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJAN2001
Target Audience: Practitioners; Teachers
This article describes how students with disabilities in regular classes are using the WebQuest lesson format to access the Internet. It explains essential WebQuest principles, creating a draft Web page, and WebQuest components. It offers an example of a WebQuest about salvaging the sunken ships, Titanic and Lusitania. A WebQuest planning form is included.
Descriptors: Accessibility (for Disabled); *Disabilities; Elementary Secondary Education; Internet; Learning Activities; Lesson Plans; Mainstreaming; *Student Research; *World Wide Web

ED441297 EC307813
Title: Social Skills for School and Community: Systematic Instruction for Children and Youth with Cognitive Delays.
Author(s) Sargent, Laurence R.
Author Affiliation: Council for Exceptional Children, Reston, VA. Div. on Mental Retardation.(BBB22977); Council for Exceptional Children, Reston, VA.(BBB11444)
Pages: 300
Publication Date: 1998
ISBN: 0-86586-313-X
Available from: EDRS Price MF01/PC12 Plus Postage.
Availability: CEC Publications, Council for Exceptional Children, 1920 Association Dr., Dept. K0032, Reston, VA 20191-1589 (Stock No. 412: $27.95; CEC members $19.95). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; Web site: http:// www.cec.sped.org.
Language: English
Document Type: Book (010); Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Virginia
Journal Announcement: RIENOV2000
Target Audience: Practitioners; Teachers
This teaching guide presents a rationale for proactive social skills training for persons with mental retardation as well as over 100 examples of such instruction across the K-12 continuum. Chapter 1 provides a conceptual framework of social competence with principles of what, when, and how to teach social skills. Chapter 2 discusses the direct instruction of social skills including use of simulation and specific instructional procedures and processes. The bulk of the book consists of specific lesson plans organized by level (primary, intermediate, middle school/junior high school, and senior high school) and skill areas. Skill areas include: (1) classroom related skills, such as attending to the teacher during instruction and following classroom rules; (2) school-building related skills, such as boarding school buses, responding to school authority, and using free time productively; (3) personal skills; (4) interaction initiative skills; (5) interaction response skills; (6) community related skills, such as asking for directions, sportsmanship, and respecting public property; and (7) work related skills. Each lesson plan includes the objective, performance criteria, materials needed, and procedures (often outlined in detail). A checklist for rating school and community social skills is appended, as are homework forms to encourage practice in 32 specific skills.
Descriptors: Classroom Environment; Communication Skills; Conflict Resolution; Elementary Secondary Education; Homework; *Interpersonal Communication; *Interpersonal Competence; Lesson Plans; *Mental Retardation; *Peer Relationship; Simulation; Social Development; *Teaching Methods; Work Environment
Identifiers: *Social Skills Training

EJ585721 EC621252
Title: Teaching Science as Social Science: A Curriculum Focus for Adolescents with Mild Disabilities.
Author(s) Bryan, Tanis; Warger, Cynthia L.
Source: Focus on Exceptional Children, v30 n7 p1-14 Mar 1998
Publication Date: 1998
ISSN: 0015-511X
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJDEC1999
Describes the "Amazing Discoveries" approach for integrating social-science subject matter into a stand-alone science program, as well as interdisciplinary units that include science, for adolescents with mild disabilities. Discusses the rationale for expanding the curriculum to include social sciences and provides sample experiments.
Descriptors: Adolescents; *Curriculum Design; *Disabilities; *Educational Strategies; History; Interdisciplinary Approach; Lesson Plans; *Science Education; Secondary Education; *Social Sciences; Units of Study

EJ568625 EC619396
Title: The Popcorn Book: A Diagnostic Teaching Unit.
Author(s) Bock, Marjorie A.; Barger, Rita.
Source: Intervention in School and Clinic, v33 n5 p290-303 May 1998
Publication Date: 1998
ISSN: 1053-4512
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles (080); Test/ questionnaires (160)
Journal Announcement: CIJMAR1999
Target Audience: Teachers; Practitioners
Presents a diagnostic teaching unit designed to identify effective teaching strategies for fourth- or fifth-grade students with learning or behavior disorders. The unit uses "The Popcorn Book" (de Paola) for activities to evaluate the effectiveness of teaching strategies across the content areas of reading, writing, and mathematics.
Descriptors: *Behavior Disorders; *Curriculum Based Assessment; *Diagnostic Teaching; *Educational Diagnosis; Elementary Education; Evaluation Methods; Grade 4; Grade 5; Intermediate Grades; *Learning Disabilities; Lesson Plans; Mathematics Skills; Reading Ability; *Student Evaluation; Units of Study; Writing Ability
Identifiers: de Paola (Tomie)

ED412705 EC305924
Title: Play Time/Social Time: Organizing Your Classroom To Build Interaction Skills.
Author(s) Odom, Samuel L.; McConnell, Scott R.; Ostrosky, Michaelene; Peterson, Carla; Skellenger, Annette; Spicuzza, Richard; Chandler, Lynette K.; McEvoy, Mary A.
Author Affiliation: Minnesota Univ., Minneapolis. Inst. on Community Integration.(BBB27682)
Pages: 195
Publication Date: 1997
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. (EDD00017)
Contract No: G008730527
Available from: EDRS Price MF01/PC08 Plus Postage.
Availability: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive S.E., Minneapolis, MN 55455; telephone: 612-624- 4512; fax: 612-624-9344.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Minnesota
Journal Announcement: RIEMAR1998
Target Audience: Practitioners; Teachers
This curriculum guide provides classroom organizational guidelines, activities, and lesson plans to promote social interaction and the development of social competence in preschool children with disabilities or at risk for developmental problems or delays. The program is designed to include peers who are either developing normally or have higher levels of social competence. The curriculum focuses on six social interaction skills: sharing, persistence, requesting to share, play organizing, agreeing, and helping. An introductory chapter describes the curriculum including its history, development, and field testing. Chapter 2 focuses on the selection of specific children for the intervention. Chapter 3 is on organizing the classroom and scheduling for the program's implementation. Chapter 4 provides guidelines for implementing the social skills lessons with a sample intervention schedule for 100 days. Chapter 5 is on ways to promote generalization, and the final chapter is on ways to adapt the curriculum to different situations in the classroom. The first appendix provides directions for 21 specific intervention activities. The second appendix provides 25 lesson plans, many of which utilize the intervention activities and are grouped into the six social interaction skills of the curriculum. A glossary is included.
Descriptors: Classroom Environment; *Curriculum; *Developmental Disabilities; *Disabilities; Early Childhood Education; *Interpersonal Competence; Interpersonal Relationship; Learning Activities; Lesson Plans; Mainstreaming; Peer Relationship; Preschool Education; Social Development; Social Integration

EJ555568 EC617796
Title: A Recipe for Efficient Co-Teaching.
Author(s) Dyck, Norma; Sundbye, Nita; Pemberton, Jane
Source: TEACHING Exceptional Children, v30 n2 p42-45 Nov-Dec 1997
Publication Date: 1997
ISSN: 0040-0599
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJMAY1998
Target Audience: Teachers; Practitioners
Presents a lesson-planning model for coteaching regular and special educators which is intended to guide planning for group and individual student needs simultaneously. The model involves a common theme topic and distinguishes among objectives, activities, and assessments that are either for all students, for most students, or for some students.
Descriptors: *Cooperative Planning; *Disabilities; Elementary Secondary Education; *Inclusive Schools; Individualized Instruction; Learning Activities; Lesson Plans; Mainstreaming; Regular and Special Education Relationship; Student Educational Objectives; *Teacher Collaboration; *Teaching Models; Thematic Approach

EJ541070 EC615933
Title: Learning through Rhyme.
Author(s) Dye, Gloria A.; McConnell, Judith Lynne
Source: TEACHING Exceptional Children, v29 n4 p72-73 Mar-Apr 1997
Publication Date: 1997
ISSN: 0040-0599
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJAUG1997
Target Audience: Teachers; Practitioners
Presents a five-step lesson to teach young children with disabilities to recognize and decode words by actively involving the children in rhythm and movement. The lesson's objectives are provided as well as step-by-step instructions. The lesson calls for students to engage in guided and individual practice.
Descriptors: *Beginning Reading; *Decoding (Reading); *Disabilities; Elementary Education; Lesson Plans; *Motion; *Rhyme; *Teaching Methods

ED425549 EC305683
Title: Steps to Self-Determination: A Curriculum To Help Adolescents Learn To Achieve Their Goals. Instructor's Guide.
Author(s) Field, Sharon; Hoffman, Alan
Pages: 244
Publication Date: 1996
Notes: For related documents, see EC 305 684 and EC 305 685.
Available from: Document Not Available from EDRS.
Availability: Pro-Ed, Inc., 8700 Shoal Creek Blvd., Austin, TX 78758-6897; Tel: 800- 897-3202 (Toll-Free) ($49).
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Texas
Journal Announcement: RIEMAY1999
Target Audience: Practitioners; Teachers
This curriculum guide is focused on helping secondary students with and without disabilities gain knowledge and skills that will allow them to increase their ability to achieve their goals in environments with varying levels of receptivity to the concept of self-determination. The curriculum is designed to be delivered over the course of one 55-minute orientation session, one 6-hour workshop session, and 16 topical sessions of approximately 55 minutes each. The guide includes an introductory section and detailed lesson plans for the orientation, workshop, and class sessions. The introduction includes information that will help teachers understand the overall goals and organization of the curriculum as well as factors that will help them to establish the classroom climate most conducive to curriculum success. Each lesson plan includes session objectives, preparation guidelines, materials and equipment needs, session overviews, detailed session content, overhead transparency masters, and participant handout masters. Approximate timelines also appear as a guide for each major activity. Topics of the sessions include identifying dreams, determining what is important, creating options for long-term goals, choosing short-term goals, steps to reaching goals, planning activities, barrier breaking, group problem-solving, assertive communication, negotiation, and conflict resolution.
Descriptors: Adolescents; *Assertiveness; *Conflict Resolution; Curriculum Development; Curriculum Guides; *Disabilities; *Goal Orientation; Group Dynamics; Helping Relationship; Interpersonal Communication; Lesson Plans; Problem Solving; Secondary Education; *Self Determination; Skill Development

ED407762 EC305480
Title: A Book of Possibilities: Activities Using Simple Technology. Academic Collection.
Author(s) Canfield, Helen; Locke, Peggy
Pages: 128
Publication Date: 1996
Available from: Document Not Available from EDRS.
Availability: AbleNet Inc., 1081 Tenth Avenue, SE, Minneapolis, MN 55414-1312; toll- free telephone: 800-322-0956; fax: 612-379-9143 ($37).
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Minnesota
Journal Announcement: RIEOCT1997
Target Audience: Practitioners; Teachers
Methods are presented for educators in the use of assistive technology to increase the participation of elementary students with severe disabilities in math, science, language arts and spelling, social studies, and reading activities. Over 80 curriculum-based activities using technologies that can be adapted to fit multiple environments and users are included. The manual first describes "tools of the trade" that are quick to assemble, readily available, easy to use, and most appropriate for individuals with severe and profound disabilities, such as: switches, battery device adapters, battery control units, electrical control units, and communication aids. For each tool, a list is given of what is needed to design the tool and how to create it. A cross-reference activities guide is provided for each of the subject areas that matches skills with the tools needed. A list of commercial sources for assistive technology is also provided. The rest of the manual is divided into five different subject areas with relevant lesson plans included in each. The lesson plans identify the subject, grade level, skill, and the tools needed. Additional hints and suggestions for implementing the lesson plans are located in the margins throughout the text.
Descriptors: *Assistive Devices (for Disabled); *Communication Aids (For Disabled); *Electric Circuits; Elementary Education; *Inclusive Schools; Language Arts; Lesson Plans; Mainstreaming; Mathematics Instruction; Reading Instruction; Science Instruction; *Severe Disabilities; Social Studies; Spelling; *Student Participation

ED405506 CE073753
Title: Collaborative Lesson Plans.
Author Affiliation: Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.(BBB32632)
Pages: 82
Publication Date: 1996
Sponsoring Agency: Virginia State Dept. of Education, Richmond. Office of Vocational, Adult, and Employment Training Services. (BBB32633)@Virginia State Dept. of Community Colleges, Richmond. (YUB91415)
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: Virginia Vocational Curriculum and Resource Center, 2200 Mountain Road, Glen Allen, VA 23060-2208 (catalog #8.96.15AC, $10.92).
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Virginia
Journal Announcement: RIEAUG1997
Government Level: State
Target Audience: Teachers; Practitioners
This collection consists of 41 collaborative lesson plans developed by 99 Virginia teachers at 18 primarily High Schools that Work (HSTW) and tech prep sites. It is divided into three sections: career connection, community connection, and consumer connection. Two types of lesson descriptions which support HSTW key practices, and Virginia's Tech Prep goals appear in each section. "Features" detail the real-world connection, materials needed, activities, and evaluation method. "Ideas" present a brief description of the activity. Career Connection lessons are as follows: An Account to Remember; Getting Down to Business; Safety First; Sound Check; The American Dream; Blood Typing; Flower Show; Growing, Growing, Grown; Here's Looking at You; Inch by Inch; Newsplash; Paper Planes; Raising the Roof; Shampoo Analysis; Tell Me a Story; and Wild News. Community Connection contains the following lessons: Exploring Culture through Weddings; How an Epidemic Spreads; La Fete de Mardi Gras; Mining and the Environment; America the Beautiful; Art and Religion in India; Un Buen Negocio; Genetics; Human Population Growth Rates; Is There Life Out There?; A New Industry; and Picture This. Consumer Connection consists of these lessons: Building a Foundation; Emergency! Chemical Spill; If I Had Terminal Cancer; Is Your Soap a Good Antiseptic?; Avoiding the Charge; Carbon Dioxide Production and Metabolism; Healthy Choices; House Beautiful; Learning from the Ancient Past; Making the Right Decision; Metric Conversions to Spanish; What Is a Serving?; and You and Your Blood Pressure. An index lists lesson plans by content subject area.
Descriptors: Agricultural Education; Allied Health Occupations Education; Business Education; *Cooperative Planning; Economics; English Instruction; Fine Arts; Geography Instruction; Health Education; History Instruction; *Interdisciplinary Approach; Lesson Plans; Marketing; Mathematics Instruction; Physical Education; Science Instruction; Second Language Instruction; Secondary Education; Special Education; Student Evaluation; *Teacher Collaboration; Technology Education; Trade and Industrial Education; Vocational Education

ED399745 EC305084
Title: A Functional Curriculum for Teaching Students with Disabilities. Volume I: Self-Care, Motor Skills, Household Management, and Living Skills. Third Edition. Author(s) Bender, Michael; And Others
Pages: 268
Publication Date: 1996
Notes: Second edition title was: "Teaching the Moderately and Severely Handicapped." For all 3 volumes, see EC 305 084-086.
ISBN: 0-89079-635-1
Available from: Document Not Available from EDRS.
Availability: PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897 ($31; $89 for the 3-volume set).
Language: English
Document Type: Book (010); Guides--Non-classroom (055)
Geographic Source: U.S.; Texas
Journal Announcement: RIEFEB1997
Target Audience: Practitioners
This first of three manuals providing a curriculum for students with disabilities focuses on the development of functional daily living skills. An introductory chapter provides an overview of the functional curriculum and offers guidelines for developing instructional plans for the four units of study which follow. Unit 1 is about self-care skills, including toileting, drinking and eating, dressing, undressing, personal cleanliness, and grooming. Unit 2 offers suggested interventions for gross motor skills including the use of assistive devices to aid ambulation, walking independently, and skills that enhance recreation and leisure activities. Unit 3 addresses fine motor skills including those involved in dressing, leisure time activities, vocational/work activities, and the operation of simple appliances. Unit 4 considers household management and living skills, such as planning meals, purchasing and preparing food, purchasing and maintaining clothes, and caring for one's living quarters. Each of the units presents general goals of the unit, sample lesson plans, lists of references and suggested readings, and a list of selected materials and resources. Suggested activities are grouped into teacher interventions and family interventions and then organized into four distinct age/ grade levels: infant/toddler/preschool; primary; intermediate; and secondary. Attention is also paid to the alternative settings in which services are provided.
Descriptors: Adaptive Behavior (of Disabled); Basic Skills; *Curriculum; *Daily Living Skills; *Disabilities; Early Intervention; Elementary Secondary Education; *Home Management; Hygiene; Independent Living; *Instructional Development; Lesson Plans; Motor Development; Preschool Education; Psychomotor Skills; *Self Care Skills; Severe Disabilities; Severity (of Disability); Teaching Methods; Units of Study

EJ532450 EC614805
Title: Reading Comprehension Curriculum Evaluation and Modification: An Instructional Design Perspective.
Author(s) Jitendra, Asha K.; Gardill, M. Cathleen
Source: Preventing School Failure, v40 n4 p174-80 Sum 1996
Publication Date: 1996
ISSN: 1045-988X
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080); Test/ questionnaires (160)
Journal Announcement: CIJMAR1997
This article provides a framework for systematically evaluating and adapting reading comprehension curriculum lessons for children with various reading abilities, including children with mild disabilities who are in the regular classroom. A sample checklist for evaluating reading comprehension curriculum lessons and a sample teaching format for predicting outcomes are provided.
Descriptors: *Curriculum Evaluation; Educational Strategies; Elementary Secondary Education; Inclusive Schools; Individualized Instruction; *Instructional Design; Lesson Plans; Mild Disabilities; *Reading Comprehension; *Reading Difficulties; Reading Improvement; *Reading Instruction

EJ532392 EC614675
Title: Lesson Planning Practices of Special Education Teachers.
Author(s) Searcy, Sheri; Maroney, Sharon A.
Source: Exceptionality, v6 n3 p171-87 1996
Publication Date: 1996
ISSN: 0936-2835
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAR1997
A survey of 205 special education teachers investigated how lesson plans were developed, what components were included, and what recommendations they had for beginning teachers. Results indicated the majority did not write out their lesson plans but recommended that beginning teachers write out lesson plans.
Descriptors: Beginning Teachers; Classroom Techniques; *Disabilities; Educational Planning; *Educational Practices; Elementary Secondary Education; *Lesson Plans; *Special Education Teachers; Surveys; *Teacher Attitudes

EJ529438 EC614491
Title: A Classroom Checkup: Best Teaching Practices in Special Education.
Author(s) Sikorski, Melanie F.; And Others
Source: TEACHING Exceptional Children, v29 n1 p27-29 Sep-Oct 1996
Publication Date: 1996
ISSN: 0040-0599
Language: English
Document Type: Guides--Non-classroom (055); Journal articles (080); Test/ questionnaires (160)
Journal Announcement: CIJJAN1997
Target Audience: Teachers; Administrators; Practitioners
A best practices checklist is provided to assist special education teachers in self- evaluation and peer evaluation, and assist administrators in providing feedback to teachers. The checklist covers introducing the lesson, presenting the lesson, encouraging student participation, and providing corrective feedback. Each area identifies specific teaching behaviors that have proven to have large, consistent effects on student learning.
Descriptors: *Check Lists; *Classroom Techniques; *Disabilities; Educational Practices; Elementary Secondary Education; Feedback; Lesson Plans; Peer Evaluation; Self Evaluation (Individuals); Special Education Teachers; *Teacher Evaluation; *Teaching Methods

ED399726 EC305057
Title: Move, Touch, Do!
Author(s) Drezek, Wendy
Author Affiliation: American Printing House for the Blind, Louisville, KY.(LBY02325)
Pages: 268
Publication Date: 1995
Available from: Document Not Available from EDRS.
Availability: American Printing House for the Blind, Inc., 1839 Frankfort Avenue, PO Box 6085, Louisville, KY 40206-0085 ($35).
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Kentucky
Journal Announcement: RIEFEB1997
Target Audience: Teachers; Practitioners
This curriculum guide provides units for use in teaching children (ages 6 months through kindergarten) with visual impairments. The emphasis throughout is on experiential learning, development of independence, and language development. The first section includes five chapters which discuss the development of children with different visual abilities, common educational models, a suggested daily routine and classroom structure, adaptation of curriculum materials for children with other disabilities, and integration of related and special services such as augmentative communication, Braille reading, and orientation and mobility skills. The following section presents 44 instructional units. These units are organized to correspond to the most common progression of preschool and kindergarten themes; most include patterns for craft projects and a sample communication symbol page. Typically provided for each unit is information on its purpose, emphasis on vocabulary/skills/ concepts, a schedule of activities, reteaching activities, extension activities, parent activities, and ways to integrate the unit across the curriculum. The 44 units are grouped into the following themes: (1) Getting Started; (2) Halloween; (3) Thanksgiving; (4) Winter; (5) Food; (6) Shapes; (7) Springtime; (8) Household; (9) Creative Play; (10) Concepts; and (11) Community. Appendices include suggestions for behavior management, orientation and mobility, and music activities. An accompanying computer disk, not available from EDRS, offers letters to parents, helpful forms, and checklists.
Descriptors: *Classroom Techniques; Curriculum Guides; Early Childhood Education; *Early Intervention; Educational Media; Educational Strategies; Experiential Learning; Infants; Language Acquisition; Learning Activities; Lesson Plans; Media Adaptation; *Self Care Skills; *Teaching Models; Thematic Approach; Toddlers; *Units of Study; *Visual Impairments
 

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