SAGE Journal Articles

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Article 1

Ciullo, S., Falcomata, T., & Vaughn, S. (2015). Teaching Social Studies to Upper Elementary Students With Learning Disabilities Graphic Organizers and Explicit Instruction. Learning Disability Quarterly, 38(1), 15–26. https://doi.org/10.1177/0731948713516767

Questions that apply to this article:

  1. How did the use of graphic organizers assist these students in acquiring new concepts/vocabulary?
  2. How did the use of explicit instruction assist these students in acquiring new concepts/vocabulary?
     

Article 2

Watt, S. J., Therrien, W. J., Kaldenberg, E., & Taylor, J. (2013). Promoting inclusive practices in inquiry-based science classrooms. TEACHING Exceptional Children45(4), 40–48. doi:10.1177/004005991304500405

Questions that apply to this article:

  1. How does identifying the big ideas of science standards and concepts assist students in inclusive classrooms?How does identifying the big ideas of science standards and concepts assist co-teachers in inclusive classrooms?
  2. How are Universal Design for Learning principles connected to the practices provided in this article?