Resources

Coombe, C., & Hubley, N. (2004, March). Fundamentals of language assessment. Paper presented at the 38th Annual TESOL Convention, Long Beach, CA.

Educational Testing Service. (2003). Linking classroom assessment with studentlearning. Retrieved September 13, 2004, fromhttp://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

Gronlund, N. E. (2004). Writing instructional objectives for teaching andassessment (7th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Jacobs, H. H. (1997). Mapping the big picture: Integrating curriculum andassessment K–12. Alexandria, VA: Association for Supervision and Curriculum.

King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic,37(2), 67–76.

Lachat, M. A. (2004). Standards-based instruction and assessment for Englishlanguage learners. Thousand Oaks, CA: Corwin Press.

Lemke, J. L. (n.d.). Constructing balanced classroom tests. Retrieved August 16,2004, from Brooklyn College of the City University of New York website: http://academic.brooklyn.cuny.edu/education/jlemke/courses/testing.htm

Lenz, K., & Schumaker, J. (1999). Adapting language arts, social studies, andscience materials for the inclusive classroom: Grades six through eight.(Vol. 3). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education and the Council for Exceptional Children.

Lerner, J. W. (2003). Learning disabilities: Theories, diagnosis, and teachingstrategies (9th ed.). Houghton Mifflin.

Myers, C. B., & Myers, L. K. (1995). The professional educator: A new introductionto teaching and schools (Rev. ed.). New York: Wadsworth Publishing.

Prater, M. A. (2003). She will succeed! Strategies for success in inclusive classrooms. Teaching Exceptional Children, 35, 58–64.

Simmons, D. C., & Kameenui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7), 1–16.

Tomlinson, C. (1999). The differentiated classroom: Responding to the needs ofall learners. Alexandria, VA: Association for Supervision and Curriculum.

Welch, A. (2004). Differentiating instructional and behavioral strategies tobetter meet IEP requirements for students with mild-to-moderate special needs(K–8). Medina, WA: Institute for Educational Development.

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 69–74.

This informative article on including students with visual disabilities in the general education classroom explains terms common to visual impairments and offers tips for designing effective learning environments.

Ellis, E. S. (1997). Watering up the curriculum for adolescents with learning disabilities: Part I: Goals of the knowledge dimension. Remedial and SpecialEducation, 18(6), 326–346.

In this article, the author explores the ways in which many accommodations designed to help students succeed in classrooms actually water down the curriculum by reducing opportunities for learning. Six principles associated with making knowledge construction more meaningful are presented and discussed. Examples of instructional practices appropriate for use in inclusive classroom settings are given.

Jitendra, A. K., Edwards, L. L., Choutka, C. M., & Treadway, P. S. (2002). A collaborative approach to planning in the content areas for students with learning disabilities: Accessing the general curriculum. Learning Disabilities Research and Practice, 17(4),252–267.

This article describes a collaborative approach to planning in content areas in order to allow students with learning disabilities to access the general education curriculum. Suggestions on selecting and organizing content, choosing activities, and making necessary accommodations and modifications are given.

Orkwis, R., & McLane, K. (1998). A curriculum every student can use: Design principlesfor student access. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education and the Council for Exceptional Children.

This ERIC/ OSEP topical brief outlines some of the steps involved in implementing a curriculum that features universal design, which stresses access for all students. The report is available online at the CEC website or by contacting ERIC (800-328-0272).

Bender, W. (2002). Differentiating instruction for students with learning disabilities: Best teaching practices for general & special educators. Thousand Oaks, CA: Corwin; Press Council for Exceptional Children.

This book presents a wide variety of instructional strategies to help students with learning disabilities succeed in the classroom. Strategies for individualized, small-group, and whole-class instruction are included.

Lenz, B. K., Deshler, D. D., & Kissam, B. R. (Eds.). (2004). Teaching content to all:Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson/ Allyn and Bacon

This book contains a wealth of information on such topics as planning a course to accommodate students with diverse abilities and implementing learning strategies in the classroom.

Mastropieri, M. A., & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effectiveinstruction (2nd ed.). Upper Saddle River, NJ: Pearson/ Merrill Prentice Hall.

Highly respected researchers, Margo Mastropieri and Thomas Scruggs, present many different instructional strategies that can be implemented in general education classrooms. This book includes chapters on adapting instruction and curriculum in content classes such as social studies and science. It also addresses how to teach various study skills to students with disabilities. This text includes strategies to use with students with high-incidence or low-incidence disabilities.

The National Academies. (1996). National Science Education Standards. Center for Science, Mathematics, and Engineering Education. National Academy Press. Washington, DC. http://books.nap.edu/books/0309053269/html/index.html

The National Science Education Standards is a book that was developed by teachers, scientists, and other experts from across the nation. It is a resource that presents core issues about science education and the effective ways in which science content may be taught to our youth. Content standards, which describe what students should know and understand scientifically at different grade levels, are presented.

Differentiating Instruction Video Series (1997). Available from the Association for Supervision and Curriculum Development; 1703 North Beauregard Street, Alexandria, VA, 22311-1714. (800) 933-ASCD (2723).

This offering consists of two 45-minute videotapes, a 166-page Facilitator’s Guide, and How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition, by Carol Ann Tomlinson. The series focuses on how to provide all students with the opportunity to learn, analyzes differentiated learning tasks, and addresses how to plan differentiated lessons and how to manage a differentiated classroom.

Association for Supervision and Curriculum Development (ASCD) http://www.ascd.org/portal/site/ascd/index.jsp/

ASCD is a membership-based organization of educators and provides resources relevant to effective teaching practices. Topics on the site include differentiated instruction and curriculum mapping. Excerpts from Heidi Jacobs’ book Mapping the Big Picture: Integrating Curriculum and Assessment K–12 can also be accessed at the site. A selection of books is available in the online store.

Glencoe Onlinehttp://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/37

A Curriculum Mapping Primer located at this website offers helpful information on curriculum mapping, why it is needed, and how the process works. “The Teaching Today” section provides helpful information on differentiating instruction and strategies to use in the classroom. Use the search engine at Teaching Today to help locate information.

LD Onlinehttp://www.ldonline.org

LD Online is an excellent resource for topics related to learning disabilities, often providing excerpts from both books and articles and also linking to articles at other websites. Teaching Strategies and Techniques is an excellent source for teacher-friendly tips on instructional strategies to use in the classroom.

National Center on Accessing the General Curriculum (NCAC)http://www.cec.sped.org//AM/Template.cfm?Section=Home&websiteKey=ccc2b576-80bf-48af-8827-0acb530166fb

NCAC is the result of a collaborative agreement between the U.S. Department of Education’s Office of Special Programs (OSEP) and the Center for Applied Special Technology (CAST). The vision of NCAC is to explore how new curricula, teaching practices, and policies can be woven together to create practical approaches for improved access to the general curriculum by students with disabilities. “The Research, Solutions & Publications” link is especially informative.

National Dissemination Center for Children with Disabilities (NICHCY)http://www.nichcy.org

NICHCY is a national dissemination center that provides information on special education law, No Child Left Behind, and effective research-based educational practices. The “Our Publications” link is perhaps the most helpful and provides an alphabetical listing in both English and Spanish of special education topics. “Adaptations and Accommodations for Students with Disabilities” leads to an extensive list of resources on adaptations and accommodations.

PACER Centerhttp://www.pacer.org/

PACER (Parent Advocacy Coalition for Educational Rights) Center is a parent organization that provides assistance to both families and professionals working with children with disabilities. The “PACER Center Articles” link on the home page leads to a listing of various informative articles. “PHP-c49: School Accommodations and Modifications” is a helpful article outlining possible adaptations for the classroom.