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Fuchs, Lynn S.; And Others – Academic Therapy, 1990
Differences between curriculum-based assessment and curriculum-based measurement (CBM) are outlined, and a rationale for CBM's standardized, long-term goal approach to measurement is presented. CBM can be used to develop instructional programs in four ways, including judging the appropriateness of goals and contrasting the efficacy of different…
Descriptors: Elementary Secondary Education, Evaluation Methods, Instructional Development, Instructional Effectiveness
Kelly, Luke E. – Academic Therapy, 1990
Planning and implementing effective physical education instruction for students with learning disabilities in mainstreamed settings involves focusing on qualitative aspects before quantitative, setting clear and consistent expectations, maximizing students' chances for success, maximizing on-task time, using modeling and physical manipulation, and…
Descriptors: Adapted Physical Education, Elementary Secondary Education, Feedback, Instructional Development
Guernsey, Marsha A. – Academic Therapy, 1989
Suggestions are presented to increase the special education teacher's organizational efficiency, focusing on instructional planning and use of time and space as they relate to classroom organization. (JDD)
Descriptors: Class Organization, Classroom Environment, Classroom Techniques, Disabilities
Houck, Cherry K. – Academic Therapy, 1987
Suggestions for successfully teaching severely reading disabled adolescents are presented in terms of: preparing for instruction (analyze students' instructional and achievement histories, identify current reading demands); providing direct instruction (solicit active student involvement, individualize instructional activities); and monitoring…
Descriptors: Adolescents, Instructional Development, Learning Disabilities, Reading Difficulties
Wesson, Caren L. – Academic Therapy, 1989
The article describes a continuum of instructional options for teaching reading to mildly and moderately handicapped students. Level 1 utilizes the basal text; Level 2 adds special individualized strategies to build fluency, comprehension, or accuracy to the mainstream basal program; and Level 3 selects other reading materials more appropriate to…
Descriptors: Basal Reading, Elementary Education, Individualized Instruction, Instructional Development
Hoover, John J. – Academic Therapy, 1990
A five-step curriculum adaptation model to meet learning and behavior needs is presented, involving (1) determine need for curricular adaptations, (2) identify elements requiring adaptation, (3) select teaching and behavior management techniques, (4) implement curricular adaptations, and (5) monitor progress of adaptations. (JDD)
Descriptors: Behavior Problems, Course Content, Curriculum Design, Curriculum Development
Day, Victoria P.; Sweitzer, H. Frederick – Academic Therapy, 1990
Ideas are presented for using microcomputers as a tool for curriculum modification with mild to moderate special needs students in various instructional situations. The focus is on the use of microcomputers in modifying the way curriculum content is presented by the teacher, received by the student, practiced and studied, and demonstrated and…
Descriptors: Computer Assisted Instruction, Computer Assisted Testing, Curriculum Development, Disabilities