Description
Book SynopsisThis book is a tool for the analysis of the United States' Common Core State Standards (CCSS) and the development of interventions to meet student-specific needs. The Standards are an education initiative in the United States that detail what K-12 students should know in English language arts and mathematics at the end of each grade. The initiative seeks to establish consistent education standards across the states as well as ensure that graduating students are prepared to enter college programs or the workforce. As of 2014, forty-three states had adopted the Standards.With the implementation of the Common Core State Standards, it is critical that speech-language pathologists collaborate with educators to enable the success of students with communication disorders and English Language learners who have difficulty experiencing success in the general education. The text provides a practical approach for the analysis of the Standards with a parallel analysis of children's strengths and needs, creating a template for intervention.It covers strategies for facilitating the success of students in accessing and achieving the expectations of the general curriculum, with a focus on students with communication disorders, hearing loss, vision loss, deaf-blindness, specific learning disabilities, autism, multiple disabilities, and English language learners. For any speech-language pathologist working with children, as well as their education and administration partners, this book provides strategies for the practical application of the Common Core to support the success of various populations of children in the schools.
Table of ContentsForeword by Jean Blosser, CCC-SLP, EdD, ASHA Fellow. Introduction. Acknowledgements. Contributors.Chapter 1. The Common Core State Standards: Lissa A. Power-deFur. Chapter 2. Language and Communication Expectations of the Standards: Lissa A. Power-deFur. Chapter 3. Analyzing Students' Ability to Meet the Expectations of the Standards: Lissa A. Power-deFur. Chapter 4. Students With Communication Disorders: Lissa A. Power-deFur. Chapter 5. Students With Autism Spectrum Disorder: Peggy C. Agee. Chapter 6. Students Who Are Deaf or Hard of Hearing: Brenda C. Seal. Chapter 7. Students With Visual Impairment or Deaf-Blindness: Julie Durando. Chapter 8. Students With Specific Learning Disabilities: Sharon H. deFur and Lori Korinek. Chapter 9. Students With Severe Disabilities at the Secondary Level: Perry Flynn. Chapter 10. Students Who Are English Language Learners: Judy Rudebusch and Elda M. Rojas. Index.
