Premium
Special Education Teacher Education: A Perspective on Content Knowledge
Author(s) -
Greer Diana L.,
Meyen Edward L.
Publication year - 2009
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2009.00293.x
Subject(s) - curriculum , accountability , learning standards , mathematics education , special education , perspective (graphical) , academic standards , psychology , pedagogy , no child left behind , learning disability , curriculum development , teacher education , higher education , computer science , political science , artificial intelligence , law , psychiatry
The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards‐based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is essential to translating curriculum standards into aligned instruction, and (3) instructional methodology should receive greater attention during teacher preparation.