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Browder et al. (2006): From Links to Legacy.

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Title: Browder et al. (2006): From Links to Legacy.
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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  Data: Browder et al. (2006): From Links to Legacy.
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  Data: <searchLink fieldCode="AR" term="%22Karvonen%2C+Meagan%22">Karvonen, Meagan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> karvonen@ku.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Dec2025, Vol. 50 Issue 4, p244-247. 4p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Philosophy+of+education%22">Philosophy of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Self-management+%28Psychology%29%22">Self-management (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189237529
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        Value: 10.1177/15407969251375463
    Languages:
      – Code: eng
        Text: English
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        PageCount: 4
        StartPage: 244
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Philosophy of education
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Mainstreaming in special education
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Education research
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Self-management (Psychology)
        Type: general
      – SubjectFull: Reflection (Philosophy)
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
      – SubjectFull: Psychosocial factors
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    Titles:
      – TitleFull: Browder et al. (2006): From Links to Legacy.
        Type: main
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            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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              Value: 15407969
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              Value: 50
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              Value: 4
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            – TitleFull: Research & Practice for Persons with Severe Disabilities
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