Browder et al. (2006): From Links to Legacy.
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| Title: | Browder et al. (2006): From Links to Legacy. |
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| Authors: | Karvonen, Meagan1 (AUTHOR) karvonen@ku.edu |
| Source: | Research & Practice for Persons with Severe Disabilities. Dec2025, Vol. 50 Issue 4, p244-247. 4p. |
| Subject Terms: | *Curriculum, *Philosophy of education, *Teaching methods, *Students with disabilities, *Mainstreaming in special education, *Educational tests & measurements, *Education research, *Academic achievement, *Professional employee training, *Communication, *Ability, *Special education, *Teacher-student relationships, *Training, Professional practice, Self-management (Psychology), Reflection (Philosophy), Evidence-based medicine, Psychosocial factors |
| Abstract: | The article reflects on the nearly 20-year impact of Browder et al.'s 2006 publication on aligning instruction with academic content standards, particularly for students with extensive support needs (ESN). It discusses the initial skepticism among educators regarding alternate assessments and highlights the importance of aligning these assessments with state content standards, as mandated by the Individuals with Disabilities Education Act (IDEA). The author emphasizes the ongoing challenges in changing instructional practices, the need for deeper content knowledge among special education teachers, and the potential benefits of universal design in academic instruction. The piece calls for continued research and innovative practices to enhance academic achievement for students with ESN. [Extracted from the article] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The article reflects on the nearly 20-year impact of Browder et al.'s 2006 publication on aligning instruction with academic content standards, particularly for students with extensive support needs (ESN). It discusses the initial skepticism among educators regarding alternate assessments and highlights the importance of aligning these assessments with state content standards, as mandated by the Individuals with Disabilities Education Act (IDEA). The author emphasizes the ongoing challenges in changing instructional practices, the need for deeper content knowledge among special education teachers, and the potential benefits of universal design in academic instruction. The piece calls for continued research and innovative practices to enhance academic achievement for students with ESN. [Extracted from the article] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969251375463 |
