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Designing and Assessing IEP Instruction for Students with Mild Disabilities - Using the Cognitive Domain (Christmann et al.)

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    35641

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    The purpose of this book is to evidence through explanation and ensuing examples that IEP instruction and assessment for students with mild disabilities can transcend every level in the cognitive domain in every subject matter area, as well as in the daily living skills and employability training areas. Moreover, this vertical progression is highly relevant to educators because it illustrates that there is no reason to confine such instruction and assessment to lower-level thought processes. Nevertheless, the purpose of the book is not to articulate the unified development of IEP instruction per se, but rather to explain and exemplify the design and assessment of IEP instruction for students with mild disabilities throughout the entire cognitive domain in the four major content areas and in the areas of daily living skills and employability training. As a result, this book will provide educators with the expertise to design and assess IEP instruction for students with mild disabilities that will equip them to achieve their full potential.

    This page titled Designing and Assessing IEP Instruction for Students with Mild Disabilities - Using the Cognitive Domain (Christmann et al.) is shared under a CC BY-ND license and was authored, remixed, and/or curated by Edwin P. Christmann, John L. Badgett, & Mark D. Hogue.