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dc.contributor.authorFowell, James
dc.date.accessioned2020-12-11T21:51:05Z
dc.date.available2020-12-11T21:51:05Z
dc.date.issued2020-09-29
dc.identifier.urihttp://hdl.handle.net/20.500.11803/951
dc.description.abstractThis Action Research/Professional Development Study looks at the Common Core State Standards through the lens of Special Education and attempts to find a way to successfully integrate the standards into the academic needs of students with severe cognitive disabilities. The literature review shows a constant tension between administrative requirements and the difficulties of integrating grade level standards into the academic lives of students that are not at grade level. Through personal reflection, the writer critically reviews the information and applies it to personal experience to find a balance between the needs of the students, the administrative needs of the teacher, and the realities of working with this student population.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectCommon core standardsen_US
dc.subjectCognitive disabilitiesen_US
dc.subjectTeaching effectivenessen_US
dc.titleIncreasing the Effectiveness of Teaching the Common Core Standards for Students with Severe Cognitive Disabilities: A Professional Development Studyen_US
dc.typeAction Researchen_US
thesis.degree.disciplineTeachingen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolAlbright School of Educationen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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