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Fostering Inclusion of Students With Significant Cognitive Disabilities by Using Learning Map Models and Map-Based Assessments

By: Kingston, Neal M.
Contributor(s): Karvonen, Meagan | Thompson, James R | Wehmeyer, Michael L | Shogren, Karrie A.
Series: Inclusion 5 (2) June 2017: 110-120. 2017Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | STUDENTS | INCLUSIVE EDUCATION | ASSESSMENT | UNITED STATES OF AMERICA | DYNAMIC LEARNING MAPS ALTERNATE ASSESSMENTOnline resources: Click to read article online IHC Library Members Summary: Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.
List(s) this item appears in: Inclusion November 2017 CM
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Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

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