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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:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
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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