A study evaluating the
use of an alignment methodology for three states’ alternate
assessments
Flowers, C., Browder, D. M., &
Ahlgrim-Delzell, L. (2006). An analysis of three states
alignment between language arts and math standards and
alternate assessment. Exceptional Children, 72,
201-215.
& Comprehensive literature
reviews on teaching academics to students with significant
cognitive disabilities
Browder, D.M.,
Wakeman, S. Y.,
Spooner, F., Ahlgrim-Delzell, L., &
Algozzine, B. (2006). Research
on reading for individuals with significant cognitive
disabilities. Exceptional Children, 72,
392-408.
Browder, D. M., Spooner, F.,
Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A
meta-analysis on teaching mathematics to students with
significant cognitive disabilities. Exceptional Children,
74, 407-432.
Courtade, G., Spooner, F., &
Browder, D. (2006). A review of studies with students with
significant cognitive disabilities that link to science
standards. Research and Practice in Severe Disabilities,
32, 43-49.
&
A study on teaching the
principles of universal design of learning to students
seeking a teacher license
Spooner, F., Baker, J. N.,
Ahlgrim-Delzell, L., Browder, D., & Harris, A.
(2007). Effects of training in universal design for learning
(UDL) on lesson plan development. Remedial and Special
Education, 28, 108-116.
& Intervention
studies on teaching literacy, math, and science skills
that link to grade level standards
Browder, D. M., Ahlgrim-Delzell,
L., Courtade-Little, G., & Flowers, C. (2006). Training
teachers of students with significant cognitive disabilities
to develop literacy lesson plans. Paper presented at the
annual meeting of the
American Education Research Association. San Francisco, CA.
Browder, D. M., Trela,
K., & Jimenez, B. (2006).
Training teachers to follow a task analysis to
engage middle school students with moderate and severe
developmental disabilities in grade-appropriate
literature. Manuscript submitted for publication.
Courtade, G. (2006). The use
of inquiry-based science with middle school students
with significant cognitive disabilities. Unpublished doctoral
dissertation. University of North Carolina at Charlotte,
Charlotte.
These activities are currently
in progress for completion in 2008-2009:
&
Validation of academic
intervention outcomes by parents and self advocates
&
Surveys of how teachers
access the general curriculum
&
Math and science
interventions for middle school
The
General Curriculum Access Projects for Students with Significant Disabilities is
a U.S. Department of Education- Office of Special Education Programs (OSEP) funded grant (H324D020027) to develop
strategies to support quality instructional services to students with
significant disabilities. Goals of this grant include examination of current
practices to define access to the general education curriculum, instructional
activities that assist in acquisition of literacy, math, and science skills, and an
evaluation by stakeholders of the effects of instructional activities that align
with the general education curriculum. The following are activities that have
been completed as part of this project: