Integrated Content Enhancement Routines: Responding to the Needs of Adolescents with Disabilities in Rigorous Inclusive Secondary Content Classes

Autor/in	Bulgren, Janis A.
Titel	Integrated Content Enhancement Routines: Responding to the Needs of Adolescents with Disabilities in Rigorous Inclusive Secondary Content Classes
Quelle	In: TEACHING Exceptional Children, 38 (2006) 6, S.54-58 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Classroom Techniques; Outcomes of Education; Adolescents; Disabilities; Inclusive Schools; Secondary School Students; Mainstreaming; Teaching Methods; Teacher Attitudes; Teacher Role; Science Instruction + Suchen Sie Ihr Suchwort? Klassenführung; Lernleistung; Schulerfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Inclusive school; Integrative Schule; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrerrolle; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This article reports on research conducted by the University of Kansas Center for Research on Learning and the University of Oregon, on ways to improve educational outcomes for adolescents with disabilities. It is part of a larger effort described in Schumaker, Deshler et al., (2002/2005) and Deshler, Lenz, Bulgren, Schumaker, & Marquis (2004). The current project examined the challenges presented by rigorous inclusive secondary content classes. It resulted in an instructional framework to respond to those challenges, and instructional procedures that respond to both students' and teachers' needs. (Contains 6 figures.) (ERIC).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10