A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities. (February 2017)

• Record Type: Journal Article
• Authors: Root, Jenny R.; Knight, Victoria F.; Mims, Pamela J.
• Is Part Of: Career development and transition for exceptional individuals. Volume 40:Number 1(2017)
• Page Start: 56
• Page End: 61
• Publication Date: 2017-02
• Subjects: low-incidence -- disabilities -- academics/standards -- education -- high school -- life skills instruction -- student-focused -- planning; Exceptional children -- Vocational education -- United States -- Periodicals; 371.95
• DOI: 10.1177/2165143416680997
• Languages: English
• ISSNs: 2165-1434

Abstract

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.