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Article
A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities
Career Development and Transition for Exceptional Individuals
  • Jenny R. Root, Florida State University at Tallahassee
  • Victoria F. Knight, Vanderbilt University
  • Pamela J. Mims, East Tennessee State University
Document Type
Article
Publication Date
12-16-2016
Description
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.
Citation Information
Jenny R. Root, Victoria F. Knight and Pamela J. Mims. "A Guide to Addressing Multiple Priorities in Core Content Instruction for Students With Severe Disabilities" Career Development and Transition for Exceptional Individuals Vol. 40 Iss. 1 (2016) p. 56 - 61 ISSN: 2165-1434
Available at: http://works.bepress.com/pamela-mims/61/