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A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.

Identiferoai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-1306
Date16 December 2016
CreatorsRoot, Jenny R., Knight, Victoria F., Mims, Pamela J.
PublisherDigital Commons @ East Tennessee State University
Source SetsEast Tennessee State University
Detected LanguageEnglish
Typetext
SourceETSU Faculty Works

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