Increasing the Effectiveness of Teaching the Common Core Standards for Students with Severe Cognitive Disabilities: A Professional Development Study

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorFowell, James
dc.date.accessioned2020-12-11T21:51:05Z
dc.date.available2020-12-11T21:51:05Z
dc.date.issued2020-09-29
dc.description.abstractThis Action Research/Professional Development Study looks at the Common Core State Standards through the lens of Special Education and attempts to find a way to successfully integrate the standards into the academic needs of students with severe cognitive disabilities. The literature review shows a constant tension between administrative requirements and the difficulties of integrating grade level standards into the academic lives of students that are not at grade level. Through personal reflection, the writer critically reviews the information and applies it to personal experience to find a balance between the needs of the students, the administrative needs of the teacher, and the realities of working with this student population.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/951
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectcommon core standards
dc.subjectcognitive disabilities
dc.subjectteaching effectiveness
dc.titleIncreasing the Effectiveness of Teaching the Common Core Standards for Students with Severe Cognitive Disabilities: A Professional Development Study
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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