Annotated Bibliography For Special Education

Annotated Bibliographies

Jill Staat

Davenport University

Jill Staat

UEDU756

October 10, 2016

Annotated Bibliography 1

Beam, A. P. (2009). Standards-Based Differentiation: Identifying the Concept of Multiple

Intelligence for Use with Students with Disabilities. TEACHING Exceptional Children

Plus, 5(4) Article 1.

This article recognizes the great amount of importance that education has on accountability in the way of high-stakes testing. Previously only test scores of general education students were included in these accountability measures. The scores of students in special education were often excluded. Current laws, however, have expanded accountability to include the scores of students in the special

The current emphasis on teaching and assessing standards and high-stakes testing requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom. The research details the need to raise expectations rather than lowering the standards for students with special needs. The article maintains that a standards-based curriculum is composed of three interrelated areas: content standards, performance standards, and opportunity to learn standards. All three types of standards must be emphasized to successfully teach and adapt a standards-based curriculum for students with special needs. The article also identifies four necessary elements for addressing effective implementation and differentiation of curriculum and instruction: content, instructional strategies, instructional settings, and student behaviors. Recognizing the relationships among the standards and the curricular elements will help guarantee that educators adapt a standards-based curriculum in a comprehensive way. This article can be used as a resource for educators providing differentiated instruction to successfully meet educational needs in the classroom as it includes key skills important to teaching students with special

teacher-directed instruction for students with mild disabilities in an inclusive 8th-grade science classes. Thirteen classes of 213 students (109 males; 104 females), of whom 44 were students with disabilities, participated in 12-week sessions in a randomized field trial design. The experimental classes received units of differentiated, peer-mediated, hands-on instruction, while the control classes received traditional science instruction. Results showed that collaborative hands-on activities improved student learning of middle school science content on classroom assessments and on high-stakes state tests for all students and those students enjoyed using the activities. The article offers practical implications and indicates use of supplemental peer mediated hands-on activities may provide necessary review and practice for students with