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A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
ETSU Faculty Works
The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort …
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
Teaching Undergraduates How To Analyze, Ryan Andrew Nivens, Rosalind Raymond Gann
ETSU Faculty Works
Analysis is typically listed in taxonomies of higher order thinking. Academics consider these taxonomies worthwhile, but they are hard to teach and we are apt to ignore them. Today higher education is criticized for “dumbing down” curriculum or lowering standards. To rectify this, many policies at the state or national level are requiring higher education institutions to change. In K-12 education, Race to the Top and Common Core requirements are placing new demands on K-12 teacher preparation, which include evaluation of the analysis skills of pre-service teachers. But professors do not always view their disciplines as the proper place for …
Curriculum Revision Considerations: The Voice Of Experience, Martha M. Pointer
Curriculum Revision Considerations: The Voice Of Experience, Martha M. Pointer
ETSU Faculty Works
Curriculum revision is one of the most daunting challenges facing faculty. The process is full of pitfalls and hurdles. However, these problems can be overcome. In the following discussion, the ten things that must be considered are listed and evaluated. Although many of the factors appear to be self-evident, programs often find them to be insurmountable hurdles. The paper discusses such potential problems as faculty involvement, planning activities, resources, and stakeholder considerations. By keeping these warnings in mind, a curriculum revision can be a rewarding and productive endeavor.
Curriculum Revision Considerations: The Voice Of Experience, Martha M. Pointer
Curriculum Revision Considerations: The Voice Of Experience, Martha M. Pointer
ETSU Faculty Works
Abstract is available to download.