Individualizing Literacy Instruction for Young Children with Moderate to Severe Disabilities.

Kliewer, Christopher; Landis, David

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Peer reviewed

ERIC Number: EJ594908

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

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Individualizing Literacy Instruction for Young Children with Moderate to Severe Disabilities.

Kliewer, Christopher; Landis, David

Exceptional Children, v66 n1 p85-100 Fall 1999

A study explored the perceptions of 14 teachers on the meaning of curricular individualization for preschool through primary-aged students with severe mental retardation. Findings indicate individualizing practices may stem from two disparate sources of understanding: institutional or local. Instructional opportunities made available to children from either source are described. (Author/CR)

Descriptors: Curriculum Design, Curriculum Development, Early Childhood Education, Elementary Education, Elementary School Students, Individualized Instruction, Knowledge Base for Teaching, Literacy, Preschool Children, Severe Mental Retardation, Teacher Attitudes, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A