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ERIC Number: EJ1266301
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Investigating the Alignment between English Language Arts Curricula Developed for Students with Significant Intellectual Disability and the CCSS
Taub, Debbie; Apgar, Jessica; Foster, Megan; Ryndak, Diane Lea; Burdge, Michael D.; Letson, Sarah
Remedial and Special Education, v41 n5 p284-295 Sep-Oct 2020
Federal law requires all students, including those with significant intellectual disability, to make progress toward grade-level general education standards. The alignment between standards, curriculum, and instruction is vital for ensuring equitable opportunities to learn. Commercially available curricula attempt to support teachers and students by aligning instructional materials to standards, but few studies exist to verify this alignment. Those that have been conducted for general education curriculum have not been promising. This study uses the Links for Academic Learning protocol to evaluate the alignment of curricula designed for students with significant intellectual disability (SWSID) that mark themselves as aligned to grade-level standards. Findings related to the alignment between the standards, lesson objectives, and lesson content are reported. The researchers discuss implications related to the adoption and use of curricula specifically designed for SWSID and the need for additional research in this area.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A