Social Studies & Exceptional Learners by National Council for the Social Studies

Darren Minarik

& Timothy Lintner

National Council for the Social Studies 8555 Sixteenth Street • Suite 500 • Silver Spring, Maryland 20910

NCSS BOARD OF DIRECTORS, 2015-2016 OFFICERS Kim O’Neil

President National Board for Professional Teaching Standards Liverpool, NY

Peggy Jackson

Terry Cherry

President-Elect Moriarty High School Moriarty, NM

Vice President Naaman Forest High School Garland, TX

BOARD OF DIRECTORS Linda Bennett

University of Missouri, Columbia, MO (2017)

Leslie Carter

Myrtle Beach High School, Myrtle Beach, SC (2017)

Mary Ellen Daneels

Community High School, West Chicago, IL (2018)

Kimberly Heckart

Prairie Ridge Elementary, Cedar Rapids, IA (2016)

Michelle Herczog

Elizabeth Hinde

Anton Schulzki

Metropolitan State University of Denver, Denver, CO (2016)

Joseph Karb

Springville Middle School, Springville, NY (2017)

David Klemm

William J. Palmer High School, Colorado Springs, CO (2016)

Charles Vaughan

A.C. Flora High School, Columbia, SC (2016)

Stefanie Wager

Muskegon Area Intermediate School District, Muskegon, MI (2018)

Iowa Department of Education, Des Moines, IA (2018)

Jennifer Morgan

EX OFFICIO Ken de Masi

West Salem Middle School, West Salem, WI (2018)

Past President Los Angeles County Office of Education, Downey, CA

Shannon Pugh

Anne Arundel Public Schools, Annapolis, MD (2017)

NCSS EXECUTIVE DIRECTOR

NCSS DIRECTOR OF PUBLICATIONS

DESIGN & PRODUCTION

NCSS EDITORIAL STAFF ON THIS PUBLICATION

Chair, House of Delegates Steering Committee Arizona Council for the Social Studies, Tempe, AZ (2016)

Susan Griffin Michael Simpson Cowan Creative Gene Cowan Michael Simpson

TABLE OF CONTENTS PART I LEARNING ABOUT SPECIAL EDUCATION INTRODUCTION...................................................................................7 CHAPTER ONE ..................................................................................11 Learning about Disability and Special Education

CHAPTER TWO..................................................................................17

CHAPTER THREE.............................................................................. 21 Disability and the Law: The Role of the Teacher

CHAPTER FOUR................................................................................ 27 Collaborating with Special Education

Exceptional Learners: Whom Will I Teach?

PART II EDUCATING STUDENTS WITH EXCEPTIONALITIES CHAPTER FIVE ................................................................................. 35 Self-determination, Social Skills Development, and Citizenship Participation

CHAPTER SIX ...................................................................................41 Instructional Design

CHAPTER SEVEN ..............................................................................51 Instructional Strategy

CHAPTER EIGHT .............................................................................. 63 Assessing Exceptional Learners

CHAPTER NINE ................................................................................ 69 Technology to Assist Exceptional Learners

CHAPTER TEN ................................................................................. 77 Classroom Management

CHAPTER ELEVEN ........................................................................... 81 Elementary Lesson Plans

CHAPTER TWELVE ........................................................................103 Middle Level Lesson Plans

CHAPTER THIRTEEN .....................................................................129 Secondary Lesson Plans

PART III RESOURCES & GLOSSARY RESOURCES.....................................................................................164

GLOSSARY OF TERMS................................................................... 171

INDEX ��175 ABOUT THE AUTHORS ��181

PART I

LEARNING ABOUT SPECIAL EDUCATION

Introduction

How can I teach the same content to students with differing academic needs? Can my exceptional learners pass state mandated standardized exams? Are my exceptional learners able to think and reason historically and participate in more engaging inquiry-based practices? How will the other students react to a student with significant cognitive, emotional, behavioral, or physical challenges in my classroom? Are the accommodations that exceptional learners receive “ fair” to the other students in my classroom? How do I successfully collaborate with special educators to support the students in my classroom? What do I need to do to ensure that exceptional learners are successful in my classroom? Across the nation, an increasing number of teachers ask these questions as exceptional learners are more fully included in general education settings. Although there is significant information available to help teachers answer some of these questions, there is limited attention devoted to research addressing specific social studies content or the role of social studies teachers in the education of exceptional learners.1 Despite the limited research considerations given to teaching social studies to exceptional learners, social studies educators must still figure out how to work with this population in inclusive settings. The National Council for the Social Studies (NCSS) civic mission “demands the inclusion of all students—addressing . . . learning diversity that

includes similarities and differences based on . . . exceptional learning needs, and other educationally and personally significant characteristics of learners.”2 The NCSS civic mission reflects classroom trends as more than 90 percent of exceptional learners receive their social studies instruction in a general education setting.3 However, having a seat in a classroom with non-disabled peers does not necessarily equate to an inclusive setting if teachers lack the knowledge, skills, or dispositions to support the academic and social needs of students with exceptionalities. Social studies educators need to begin asking if their classrooms are truly inclusive settings or if they are just practicing a form of reluctant inclusion.4 A good starting point to this reflective process is to consider what our youth with exceptionalities expect from educators. Do not label me. Do accept me for who I am. Do not think that you know about people with disabilities. Do educate yourself about all disabilities. Do not presume that you know what is normal. Do presume that nobody is normal. Do not see me through my disability. Do see me as an individual. Do not call me by my label. Do call me by my name. Do not tell me what I can do. Do let me show you what I can do. Do not patronize me. Do be understanding and helpful when I ask for assistance. Do not assume I am stupid. Do let me show you that I am smart. Do not call me inferior. Do call me intellectual.5 Introduction

The young people who made these statements represent a wide spectrum of intellectual, physical, emotional and behavioral disability labels. Their goal was to express the views of youth with exceptionalities and position themselves as advocates for a life they envision for themselves and others identified as disabled. Their words were in part a product of experiences in the classroom and reflect a belief that inclusion is more than simply a seat in a classroom. Schools represent a space where all students learn and model the principles of effective citizenship. Exceptional learners represent a diverse group within our schools that expect the same opportunities as their peers without exceptionalities.6

WHY WRITE ABOUT DISABILITY AND SOCIAL STUDIES?

The driving force behind this publication was the limited number of empirical investigations and teacher practitioner articles currently available for social studies educators who want to address the needs of exceptional learners in their classrooms. Prior to this publication, there was only one book dedicated to compiling the latest research to support K-12 social studies teachers in inclusive classrooms.7 An examination of the literature since the passage of Public Law 94-142 (Education of All Handicapped Children Act) in 1975 revealed limited intersections between disability studies, special education, and social studies, even with a significant increase in publications over the last decade. None of the major social studies handbooks provided studies or discussions pertaining to social studies and special education other than a single literature review completed in 1991.8 There are numerous studies examining best practices in teaching exceptional learners, but few of these investigations specifically address social studies even though it is an essential content area for all students.9 It is our hope that this book will serve as a primer for social studies educators, bringing together the latest research in special education and social studies education to form an easy-to-use guide for those at the elementary, middle, or secondary level. This book may also serve as a guide for preservice teachers 8

Social Studies and Exceptional Learners

as they learn the skills necessary to navigate the needs of diverse learners they will encounter as professional social studies educators.

STRUCTURE OF THE BOOK

We divided the book into three parts designed to allow the reader to form a knowledge base of central issues about disability and special education and then learn ways to apply this knowledge in the classroom. Part I, “Learning about Disability and Special Education,” examines the social and medical construction of disability in our society and addresses the most common disability categories evidenced within general education settings. We then turn to the laws driving disability services in our schools, addressing best practice for the involvement of general educators in working with exceptional learners. Finally, we tackle the importance of collaboration in schools and how teams and, specifically, co-teaching, can support more inclusive classroom settings for exceptional learners. Part II, “Educating Students with Exceptionalities,” begins with an examination of how exceptional learners can exercise their rights and responsibilities as citizens through modeling self-determination skills and the ability to self-advocate. We use the theme “citizenship for exceptional learners” to kick-start how teachers can support positive social and academic outcomes for exceptional learners. Second, we focus on organizing instruction by addressing effective pedagogical practices to support exceptional learners in the classroom, including Understanding by Design (UbD), the Universal Design for Learning (UDL), the C3 Framework, and differentiated instruction. Third, we identify classroom strategies intended to engage students, increase content knowledge, and challenge students to think critically. These strategies provide varying ways to differentiate instruction to meet diverse learning needs. Next, we address the role of assessment in promoting successful academic and social outcomes for exceptional learners. We then examine how technology assists exceptional learners. Finally, we address classroom management

and provide positive supports to address unique social and behavioral needs in the general education setting. The second half of Part II focuses on the Inclusive Classroom. It is an activity-centered section providing detailed examples of lessons, activities, and other practices for elementary, middle, and secondary social studies classrooms. The intention here is to apply the topics addressed in the earlier chapters through examples designed for specific grade levels and subject matter. We wrote these activities so that a teacher could immediately use them in the classroom, with or without a co-teacher or other support personnel. A lesson plan format is provided that teachers are encouraged to consider for their own planning practices. The format integrates the use of differentiated instruction, Universal Design for Learning (UDL), and the C3 Framework, and considers optional collaborative roles for teachers and support personnel. Part III is a brief section providing connections to resources and organizations that support teachers who work with exceptional learners. Recognizing the exponential growth of information online, we selected Web links that are informative, timely, and will hopefully serve as a teacher resource for years to come. A bibliography lists relevant articles and books in the field that support effective social studies instruction for exceptional learners. We also provide a glossary of terms to unravel the common words, phrases, and acronyms used when talking about exceptional learners in an inclusive educational setting. Together, each section of this book provides a roadmap for K-12 educators at the preservice and inservice level to become informed about disability, special education, and how teachers can create accessible social studies content in an inclusive setting. The inclusion of exceptional learners in the general education classroom is no longer a philosophy for how to best serve such students. It is a reality, driven in part by federal and state law and by the fundamental belief that “separate but equal” is not always the least restrictive learning

environment for exceptional learners. People with disabilities expect access to the same fundamental rights, freedoms, and opportunities afforded to any citizen in our society. In order to prepare exceptional learners to become active and participatory citizens, we must provide access to the same educational programs and settings as are provided for students without identified disabilities. The social studies classroom represents a natural place to encourage this access. Now is the time to consider what practices best support exceptional learners in our classrooms as they develop into informed and participatory citizens.

NOTES

1. Emily Bouck, Carrie Anna Courtad, Anne Heutsche, Cynthia Okolo, and Carol Sue Englert, “The Virtual History Museum,” Teaching Exceptional Children 42, no. 2 (2009): 14-20; Ralph Ferretti and Cynthia Okolo, “Authenticity in Learning: Multimedia Design Projects in the Social Studies for Students with Disabilities,” Journal of Learning Disabilities 29, no. 5 (1996): 450-460. 2. National Council for the Social Studies (NCSS), National Curriculum Standards for Social Studies: Introduction (Silver Spring, MD: NCSS, 2010), http://www.socialstudies.org/standards/ introduction, accessed June 1, 2015. 3. Windy Schweder, “Knowing Your Students,” in Practical Strategies for Teaching K-12 Social Studies in Inclusive Classrooms, edited by Timothy Lintner and Windy Schweder (Charlotte, NC: Information Age Publishing, 2011): 9-18. 4. Roger Slee, “Driven to the Margins: Disabled Students, Inclusive Schooling and the Politics of Possibility,” Cambridge Journal of Education 31, no. 3 (2002): 385-97. 5. These quotations are taken from the “Youth Credo” video accessed July 1, 2012. http://www.imdetermined.org/youth/. 6. Walter Parker, “Democracy and Difference,” Theory and Research in Social Education 25, no. 2 (1997): 220-34. 7. Timothy Lintner and Windy Schweder, ed. Practical Strategies for Teaching K-12 Social Studies in Inclusive Classrooms. (Charlotte, NC: Information Age Publishing, 2011). 8. Janis A. Bulgren, Patricia Sampson Graner, and Donald D. Deschler, “Literacy Challenges and Opportunities for Students with Learning Disabilities in Social Studies and History,” Learning Disabilities Research & Practice 28, no. 1 (2013): 17-27; Charles Curtis, “Social Studies for Students At-Risk and with Disabilities,” in Handbook of Research on Social Studies Teaching and Learning, edited by James Shaver (New York: Macmillan Publishing Company, 1991): 157-74; Susan De La Paz, Petra Morales, and Philip M. Winston, “Source Interpretation: Teaching Students with and Without Learning Disabilities to Read and Write Historically,” Journal of Learning Disabilities 40, no. 2 (2007): 134-144; Judith L. Fontana, Thomas E. Scruggs, and Margo A. Mastropieri, “Mnemonic Strategy Instruction in Inclusive Secondary Social

Introduction

Studies Classes,” Remedial and Special Education 28, no. 6 (2007): 345-355; Marie Tejero Hughes and Michelle Parker Katz, “Integrating Comprehension Strategies into Social Studies Instruction,” Social Studies 104, no. 3 (2013): 93104; Thomas E. Scruggs, Margo A. Mastropieri, and Cynthia M. Okolo, “Science and Social Studies for Students with Disabilities,” Focus on Exceptional Children 41, no. 2 (2008): 1-23. 9. Bouck, et al., “The Virtual History Museum,” op. cit.

Social Studies and Exceptional Learners

CHAPTER ONE

Learning About Disability and Special Education Before addressing how to educate exceptional learners, let’s learn about the conceptual underpinnings of disability and special education in addition to the evolving language of discussion about disability. First, it is important to acknowledge the difficulty in defining “disability” because there is no unanimity in the literature and it is frequently described as abstract and generalized.1 There are a number of conceptual frameworks addressing disability. Two, in particular, shape how exceptional learners are taught in school: the social and the medical models of disability. The framework frequently espoused by disability rights advocates is the social model of disability, whereby disability is defined as a construction created by societal interactions and norms. This model recognizes people with disabilities as vital contributors to society, not as burdens or challenges.2 The linguistic representation of the word “disability” is seen as negatively positioning the ability of an individual and only presents someone from a limitations perspective, demonstrating how society marginalizes people not considered to be able-bodied.3 Those who support the social model propose that people without disabilities are defining and judging normality and framing much of what is assumed about disability through their own eyes without considering the lens of people who actually experience disability.4 The social model challenges these “able-bodied” assumptions, encouraging recognition of those who have been excluded in the past.5 It brings into question how normality is defined and focuses on how people with exceptionalities enrich and contribute to society, instead of highlighting the potential challenges they face.

In contrast to the social model of disability, the medical model addresses the biology of the disability. This way of viewing disability is also sometimes referred to as the deficit model, functional limitations model, or rehabilitation model of disability.6 Because of a focus on medical prevention, cure, or rehabilitation, the medical model places little or no emphasis on the complex social issues affecting people with disabilities.7 Federal laws that define disability based on the result of one’s pathology reinforce the medical model. For example, the 1990 Americans with Disabilities Act (ADA) defined disability as an impairment affecting daily life, painting the picture of disability as a deficit in need of special services or supports. In the field of special education, teacher understanding of disability is often connected more to the medical model because special education services are driven by the 13 disability categories defined under federal law as impairments affecting the daily life of a child. Classroom instruction in special education is often framed in terms of interventions and targeted strategies to improve below-average student academic performance and address social and behavioral issues that do not fit the norms of school. With the advent of high stakes testing, the focus is frequently on what students are failing to do as opposed to what they are doing well. Although we present the social and medical models as a dichotomy, we are suggesting that an understanding of both models serves as a way to better inform our teaching practice. Table 1.1 summarizes how both models address important aspects of disability and how we approach education and inclusion within society.

Learning About Disability and Special Education

Table 1.1 Medical Model versus Social Model

THE MEDICAL MODEL OF DISABILITY

THE SOCIAL MODEL OF DISABILITY

The child has a medically diagnosed disability that is preventable, curable, or improved with rehabilitation.

The child’s disability is a complex condition affected by context and significantly influenced by prejudice and marginalization.

Focus on diagnosis, labeling, and the impairment first.

Focus on the person first with an emphasis on strengths, needs, and ways to address challenges.

Emphasis on educational environments that improve the impairment, which may mean alternative services and settings instead of inclusive settings.

Emphasis on inclusive educational environments first with consideration of alternative settings only after exhausting inclusive options.

Society sees disability as abnormal and views people with disabilities as needing to adapt and fit in.

Society evolves to question the definition of normal and how society can change to better include people with disabilities.

It is important to note that the advent of inclusive schooling for exceptional learners encourages educators to recognize issues raised through the social construction of disability. It is possible that the environment we create in our classroom potentially “disables” a student. Consider how a student who has challenges with short-term memory might struggle with a classroom teacher who only gives oral directions for activities. If the child also had access to written directions or other visual queues for reference, struggles with short-term memory no longer create a challenge to learning. The classroom enables rather than disables learning. Since more than three out of four students with specific learning disabilities, attention deficit hyperactivity disorder, emotional and behavioral disorders, and mild intellectual disabilities are educated in general education classrooms, we need to take time to consider both of these models when addressing the needs of exceptional learners.8 Aligning ourselves with solely one or the other model limits our overall understanding of disability. Focusing solely on the social model is problematic as this would suggest that a physical, cognitive, or other impairment has no medical basis.9 Likewise, reliance on the medical model limits a larger 12

Social Studies and Exceptional Learners

understanding of the experiences people with exceptionalities face on a daily basis. As an alternative to the medical and social models, disability scholars proposed a minority group model for disability. This model theorizes a similarity between the challenges that people with exceptionalities face and the challenges faced by people that are premised on their race, ethnicity, gender, sexuality, or age.10 This model was highlighted with Blatt and Kaplan’s (1966) Christmas in Purgatory: A Photographic Essay on Mental Retardation, which underscored the horrific conditions of institutions in this country and how people with intellectual disabilities were treated as non-citizens.11 Likewise, Ed Roberts and others who led the disability rights movement in the U.S. used aspects of this model to organize and gain support for passage of the Americans with Disabilities Act. Regardless of where you may see yourself in this discussion, these models raise important questions when examining how researchers write about special education and disability in social studies literature. The models also raise questions about the discourse used in social studies standards and classroom

Index A

Benin ...................................................................................... 111, 115 Blatt, Burton ................................................................................... 12

Advocacy ........................ 13, 35–36, 38. SEE ALSO self-advocacy

Blindness and vision loss ........................................................... 18

Africa ......................................................................................147, 152

Blue Ridge Mountains ................................................................. 52

African Americans ................................................................. 55, 94

Boardmaker (writing aid) .............................................................71

Agricultural Revolution ................................................................48

Bookshare (for students with print disabilities) .................... 70

Amazon river ................................................................................. 113

Boston ...........................................................................................120

American colonists ........................................................... 116–122

BrainPOP ........................................................................................ 74

American democracy .......................................................123–128

British troops ..................................................................... 116–122

American Revolution ........................................................ 116–122

Brown v. Board of Education (1954) .......................................21

American Sign Language (ASL) ............................................... 13 Americans with Disabilities Act (ADA) ............................. 11, 12

Ancient River Valley Civilizations .......................................47–49 Lesson plan ..................................................................................145–154

C3 Framework ...............8, 9, 36, 42–46, 81, 82, 86, 90, 98, 104,

Anderson, A. G. ............................................................................ 94

110, 111, 116, 123, 129, 130, 138, 145, 155

Anticipation Guide .........................................................................51

California Gold Rush (lesson plan) ................................. 90–97

Antil, L. R. ........................................................................................38

Cartoons ................................................................................ 65, 119

Arizona ............................................................................................. 59

CEC SmartBrief ..........................................................................166

Artifacts ......................................................... 51, 64, 65, 73–76, 84

Center for Civic Education ......................................................164

Asia ....................................................................................... 147–154

Center for Media Literacy ........................................................... 72

Assessment ...................... 63–67, 84, 89, 94, 101, 107, 113, 119,

Center for Parent Information and Resources ............ 19, 164

126, 134, 150, 159

Central Park, New York City ............................................ 111, 114

authentic assessment ................................................................... 64–65

Charleston, SC ..............................................................................58

curriculum-based measurement (CBM) .................................. 65–67

Children and Youth in History ................................................166

performance assessments .................................................................. 65

China ................................................................................................48

portfolio assessments ................................................................... 64–65

Chinese miners (in California Gold Rush) .............................96

traditional assessment .................................................................. 63–64

CIA World Factbook ..................................................................138

Athenian democracy (lesson plan) ...............................123–128

CIRCLES (acronym) .................................................................... 54

Atlanta, GA ............................................................................58, 136

Citizenship education and preparation ................ 8, 13, 35–38

Attention Deficit Hyperactivity Disorder (ADHD) ��17

Civics ...........................72, 81, 98–101, 123–128, 129, 155–161

AudibleKids .................................................................................... 70

Civil disobedience ........................................................................ 57

Audio resources ................................. 41–42, 65, 69–71, 74, 167

Classroom management .......................................... 8, 30, 77–79

Autism ........................................................................................ 17, 18

Classwide Peer Tutoring (CWT) ...................................... 54–57

Autism Self Advocacy Network ................................................ 13

Cleisthenes ........................................................................ 124–126 Coca-Cola ....................................................................................136

Cold War ....................................................................43, 54, 55, 56 Collaboration among students ..................... 37, 65, 75, 99, 110

Babylon .................................................................................. 52, 146 Barker, John ..................................................................................120

College, Career, and Civic Life (C3) Framework for Social Studies State Standards. SEE C3 Framework

Barnes and Noble ........................................................................ 70

Columbia, SC ................................................................................ 52

Beach Ball activity ................................................................51, 134

Common Core State Standards for English Language Arts

Behavioral challenges ............... 7–8, 12, 17–18, 22, 25, 30–31,

and Literacy in History/Social Studies .....................82, 86–87,

35–36, 77–79, 83–84

90–91, 98–99, 104, 110, 111, 116–117,

Behavior Intervention Plan ......................................................... 78

123–124, 130, 138–139, 145, 155–156 Index

175

Compass rose .................................................................. 86, 87, 88

Down’s Syndrome ........................................................................ 14

Concept mastery diagrams ............... 147–152, 155, 156–160

Draft Builder (writing aid) ............................................................71

Concord, MA ...............................................................................120 Consumers ...................................................................................135

lesson plan ....................................................................................... 82–85

Cook, Lynne ................................................................................... 29

Early civilizations .................................................47–49, 145–154

Cooperative learning ............................................. 37–39, 52–53

eBooks ............................................................................................. 70

Corporations ......................................................................105–109

EconEdLink ....................................................................................83

Co-teaching ....................................................8, 27–32, 47–50, 78

Economics .................................. 72, 81–85, 103–109, 129–137

Council for Economic Education ...........................................164

Education for All Handicapped Children Act (EHA) ��21–22

Council for Exceptional Children (CEC) .................... 166–167

Egyptians ........................................................................ 48, 52, 146

Council for Learning Disabilities ............................................164

Elementary and Secondary Education Act ........................... 22

Covey, Stephen ..............................................................................41

Emotional disturbance ................................................................ 18

Co-Writer (writing aid) ..................................................................71

Entrepreneurship (lesson plan) ....................................103–109

Critical thinking. SEE Higher order thinking

Environment (lesson plan) ...............................................110–115

CROWN (acronym) .....................................................................53

Epilepsy ............................................................................................17 Euphrates river .....................................49–50, 50, 149, 151, 153

Every Student Succeeds Act (ESSA) .................................... 22 Exit slips ................................................................53, 134, 141, 159

Dance, use of .......................................................................... 65, 75 Deaf-blindness .............................................................................. 18

Deafness and hearing loss ........................................................ 18 Deforestation ....................................................................... 111, 113

Fertile Crescent .............................. 146, 147, 149, 151, 153, 154

Delaware ......................................................................................... 74

Film ...................................................................................... 71, 72, 73

Democracy .........................................................................123–128

First TRIP (reading strategy) ......................................................51

Developmental Delay ................................................................... 18

Fishbowl Debate ...........................................................................53

Dewey, John ...................................................................................38

Foldables (organizing tool) ......................................................... 52

Differentiated instruction ...............8–9, 29, 41, 49–50, 75, 155

Forced Choice activity ................................................................ 52

Digital History ..............................................................................166

FRAME (acronym) .............................................................103, 106

Disability, PASSIM. SEE ALSO Special Education

Franklin, Benjamin ......................................................................120

Advocacy and self-advocacy ................................................ 13, 35–38

Free Appropriate Public Education (FAPE) ............. 21, 23, 24

Categories of disability ........................................................ 8, 11, 17–19

FreeMind (software program) ....................................................71

Effective pedagogical practices .8–9, 22, 37, 41, 45, 75, 164–167

Functional Behavioral Assessment ................................. 78–79

History .............................................................................................. 13, 166 Inclusive classrooms ..................................................9, 21–26, 35, 167

Language used to describe disabilities ...............11, 13–14, 18, 171 Laws regarding ................... 8–9, 11, 13, 17–19, 21–26, 27, 171–173

Geography ..........................81, 86–89, 110–115, 129, 138–144

Medical model ...................................................................................11–14

Georgia ...................................................................................58, 136

Minority group model ..................................................................... 12–14

Geosense (geography game) ................................................... 74

Perceptions of .........................................................................7–8, 13–14

Germany .......................................................................................... 59

Social model ......................................................................................11–14

Ginger (writing aid) ........................................................................71

Disability.gov ................................................................................164

Global Positioning System (GPS) ...........................................86

Disability History Museum .......................................................166

Google ..................................................................................139, 159

Discovery Channel ....................................................................... 72

Google Books ............................................................................... 70

Discovery Education Streaming .........................................71, 73

Government, role of (lesson plan) ...................................98–101

Discovery Green Park, Houston, TX ............................. 111, 113

Grab Bags ...................................................................... 53, 84, 150

Doolittle, Peter E. ..........................................................................69

Graffiti Recall activity ...................................................................53

176

Social Studies and Exceptional Learners

Graphic organizers ................. 42, 49–50, 52, 54, 64, 71, 73, 81,

SMARTER planning .................................................................41, 43, 45

105–106, 139, 141, 142–144, 157, 159

Understanding by Design ............................8, 41, 43, 45-46, 54, 173

Graphs ....................... 66, 74, 129, 131, 133, 138, 139, 140–144

Universal Design for Learning ................8–9, 36, 41–42, 45, 50, 75,

The Great Corn Adventure ......................................................... 74

81, 129, 165, 173

Greece ..................................................................................123, 125

Instructional strategies ..............51–62. SEE ALSO Lesson plans

Group Investigations ....................................................................53

Big Ideas ........................................................................................... 59–60 Classwide peer tutoring ................................................................54–57

Introducing content ........................................................................51–52 Lesson plans

Hawkins, John J. ............................................................................ 94

Elementary ............................................................................... 81–101

Health impairment ........................................................................ 18

Middle level ..........................................................................103–128

Hicks, David ...................................................................................69

High school .......................................................................... 129–161

Higher order thinking ...........................42–43, 45, 51, 53, 69, 73

Mnemonic strategies ......................................41, 50, 58–59, 149, 153

Historical Scene Investigation .............................. 117, 120–121

Practicing to learn content .......................................................... 52–53

History .............. 81, 90–97, 116–122, 123–128, 129, 145–154

Reviewing content .......................................................................... 53–54

History Channel ................................................................... 72, 167

Role playing .......................................................................................57–58

Holocaust Survivors website .................................................... 74

Interactive White Board .............................................................. 84

Houston ......................................................................................... 113

iPad ............................................................................................ 70–71

Huang He Valley ...........................................................................48

iPhone .............................................................................................. 70

The Hudsucker Proxy ..............................................131, 132, 133

Iraq .........................................................................................146, 149 IRIS Center ..................................................................................164

Islam .................................................................................................58 It’s Our Story ................................................................................166

iCivics ..................................................................................... 74, 166 I’m Determined project .......................................................37, 166 Inclusive classrooms .....7–9, 12, 14, 21–26, 27, 35, 37–38, 41,

iTunes ............................................................................................... 70

47, 49–50, 51, 54, 103, 164, 167, 171 India ......................................................................................... 48, 142

Jenkins, J. R. ...................................................................................38

Individualized Education Programs (IEP) ...........14, 17, 21–26,

Jigsaw ............................................................................................... 52

36–37, 65–66, 78–79, 129, 171 Individuals with Disabilities Education Act (IDEA) .......22, 24

Individuals with Disabilities Education Improvement Act (IDEIA 2004) ........................17, 21–26, 27, 63, 66, 78–79, 79

Kaplan, Fred ................................................................................... 12

Indus River Valley .......................................................... 48, 52, 146

Kathy Schrock’s Guide to Everything ...................................166

Inside-Out Model .......................................................................... 59

Kenya .............................................................................................142

Inspiration (software program) ..................................................71

Khan Academy ......................................................................72, 131

Institute of Education Sciences ..............................................165

Kidspiration (software program) ................................................71

Instructional design .................... 41–50. SEE ALSO Lesson plans

Kindle ........................................................................................ 70–71 Kohler-Evans, Patty ...................................................................... 28

Alignment with standards C3 Framework ............ 8–9, 36, 42–46, 81–82, 86, 90, 98, 104, 110–111, 116, 123, 129–130, 138, 145, 155 Common Core State Standards ................... 82, 86–87, 90–91,

KWL and KWL charts ............................... 53, 75, 103, 105, 109

98–99, 104, 110–111, 116–117, 123–124, 130, 138–139, 145, 155–156

Lake Erie .........................................................................................58

National Social Studies Standards ............. 82, 86, 90, 98, 104,

Lake Huron .....................................................................................58

110, 116, 123, 130, 138, 145, 155

Lake Michigan ...............................................................................58

Differentiated instruction ................. 8–9, 29, 41, 49–50, 51, 75, 155

Lake Ontario ..................................................................................58

Index

177

Lake Superior ................................................................................58

National Center for Learning Disabilities (NCLD) ��165

Laws about educating exceptional learners ..........8–9, 11, 13,

National Center for Special Education Research

17–19, 21–26, 27, 171–173

(NCSER) ..................................................................................165

LD Online ......................................................................................164

National Center on Accessible Educational Materials �� 70

Leadership (lesson plan) ................................................ 155–161

National Center on Universal Design for Learning ��165

learn360 website .......................................................................... 73

National Council for Geographic Education .......................165

Least Restrictive Environment (LRE) ........................23–24, 35

National Council for History Education (NCHE) ...............165

Lesson plans ..........................................................................45–48

National Council for the Social Studies (NCSS) ............ 7, 42,

elementary ....................................................................................... 81–101

69, 165

middle level ...................................................................................103–128

National Curriculum Standards for Social Studies �� 43, 46,

high school ................................................................................... 129–161

82, 86, 90, 98, 104, 110, 116, 123, 130, 138, 145, 155

Lesson Zoom ...............................................................................124

National Geographic ................................................................... 72

Lexington and Concord, Battle of ............................................ 77

National History Education Clearinghouse .........................166

Lesson plan .................................................................................. 116–122

NCSS SmartBrief ......................................................................166

Library of Congress .......................................................... 166, 167

Netflix ................................................................................................71

Librivox (audiobooks website) ................................................... 70

New Castle, DE ............................................................................ 74

Lister, Jeremy ...............................................................................120

New Mexico .................................................................................... 59

L.L. Bean .......................................................................................136

Newspapers ............................................. 58, 70, 81, 83, 132, 134

London ...........................................................................................120

New York City, NY ...................................................................... 114

The Lousy Miner poem ......................................................... 93, 95

NextUp (text to voice software) ................................................69

Luck of the Draw activity ............................................................53

No Child Left Behind (NCLB) .............................................22, 27 Nondiscriminatory Evaluation .................................................... 23

Non-violent protest ....................................................................... 57 Nook ........................................................................................... 70, 71

Magazines ..................................................................132, 134, 166 Maps ...................50, 60–61, 63, 65, 66, 67, 74, 78, 86–89, 154 Map skills (lesson plan) ......................................................86–89

Nubians ...........................................................................................48

Martorella, Peter ...........................................................................69 Massachusetts Provincial Council ........................................120

Office of Special Education and Rehabilitative Services

McTighe, Jay ...................................................................................43

(OSERS) ..................................................................................165

Mesopotamia ....................48–50, 145, 146, 149, 150, 151, 153

Old Navy .......................................................................................136

Mexico ............................................................................................. 59

Opportunity and Inclusion for People with Disabilities ��165

Microsoft Excel ...........................................................................139

Orthopedic impairment ............................................................... 18

Mnemonic strategies ............................ 41, 50, 58–59, 149, 153

Outside-In Model ..........................................................................60

Modern History in the Movies ................................................... 72 Movies to Study Early Modern History By ............................ 72

Muldrow, William .......................................................................... 94 Mulliken, Nathaniel .....................................................................120

Paintings ........................................................ 63, 65, 116–117, 122

Multiple disabilities ....................................................................... 18

Paleolithic Era ................................................................................48

Museum Box website .................................................................. 74

Parent participation .................19, 21, 23–26, 66–67, 164–166

Museum of Disability History ..................................................166

Partnerships .......................................................................105–109

Music .............................................................................65, 70, 74, 75

Pennsylvania Association for Retarded Children (PARC) v. Commonwealth of Pennsylvania (1972) ........................21

People First Language ................................................................ 14 Pericles ..........................................................................................125

National Archives .............................................................. 166–167

Persia ...............................................................................................48

National Assessment of Educational Progress (NAEP) ��71

Photographs .... 63, 65, 67, 74, 75, 91, 93, 96, 97, 110, 113–114

National Center for History in the Schools (NCHS) ��164

Pitcairn, Major John ....................................................................120

178

Social Studies and Exceptional Learners

Population (lesson plan) .................................................138–144

SMARTER planning ........................................................ 41, 43, 45

Population Pyramid Generator ...............................................139

Smithsonian’s History Explorer .............................................. 167

Population pyramids ........................................................139–144

Social Education ......................................................................... 167

Positive Behavioral Interventions and Supports

Social skills ................................................................ 35–38, 77, 78

(PBIS) ................................................................................ 79, 165

Social Studies and the Young Learner ................................ 167

POTUS website ..........................................................................159

Solon .....................................................................................124, 125

Present Level of Academic Achievement and Functional

Sony Reader .................................................................................. 70

Performance (PLOP) ...............................................................17

South Carolina .............................................................................. 52

President for a Day ....................................................................... 74

Soviet Union ................................................................................... 55

Presidential leadership (lesson plan) .......................... 155–161

Spartacus Educational .............................................................. 167

President, role of ..................................................................98–101

Special education, PASSIM

Primary sources ........................28, 51, 69, 71, 73, 74, 77, 90–91,

Collaboration .................................................8, 27–32, 47–50, 65, 129

94–96, 117, 120, 122, 167

Cooperative learning .......................................................37–39, 52–53

Principal, role of ...................................................................98–101

Co-teaching model ............................................... 8, 27–32, 47–50, 78

Procedural safeguards ................................................................ 23

Effective pedagogical practices .8–9, 22, 37, 41, 45, 75, 164–167

Project-Based Learning (PBL) ........................................... 37, 52

Inclusive classrooms .......7–9, 12, 14, 21–26, 27, 35, 37–38, 41, 47,

Project Gutenburg ....................................................................... 70

49–50, 51, 54, 103, 164

Proprietorships ..................................................................105–109

Individualized Education Programs (IEPs) .......... 17, 21–26, 36–37,

Public Broadcasting Service (PBS) .............................. 72, 167

65–66, 78–79, 129, 171

Public Law 94-142 (Education of All Handicapped

Present Level of Performance statement (PLOP) ��17

Children Act) ................................................................................8

Useful technologies ........................................................................69–75

Specific learning disability ......................................................... 18

Speech or language impairment .............................................. 18 Springer family ............................................................................... 74

Raleigh, NC ....................................................................................58

Strategic Instruction Model (SIM) .........................................173

Reading .........................31, 42, 44, 49, 51–53, 57, 61, 67, 69–71,

Sumerians ...................................................... 49, 52, 146, 148, 151

77, 81, 107, 167

Supply and demand (lesson plan) ............................... 129–137

ReadWriteThink ........................................................................... 167 Redbox .............................................................................................71

Rehabilitation Act (1973) ......................................................22, 24 Roberts, Ed .................................................................................... 12

TASH (disability advocacy association) ...............................165

Rosa’s Law ..................................................................................... 13

TeacherTube ...................................................................... 73, 87, 88

Russell, Philip ..............................................................................120

Teaching Exceptional Children ............................................... 167

Russia ............................................................................................142

Teaching History through Films ................................................ 72

Teach with Movies ........................................................................ 72 Technology, uses of ..........................69–76, 83, 87, 92, 105, 111, 117, 124, 131, 139, 146, 156, 166

Sahin, Cavus .................................................................................. 37

Texas .........................................................................................59, 113

Savannah, GA ................................................................................58

Think, Pair, Share ..........................................................................53

School-Wide Positive Behavior Support ............................... 79

This Day in History ...................................................................... 167

Self-advocacy ..................................................................13, 35–38

Three-Two-One activity ............................................................... 54

Self-determination ................................... 8, 35–38, 44, 129, 166

Tigris river ....................................................... 49, 50, 149, 151, 153

Self-Regulated Strategy Development (SRSD) ............60–61

Transition Coalition .....................................................................165

Shapes activity .............................................................................. 54

Traumatic brain injury ................................................................... 18

Sharp, John ..................................................................................... 94

Truman, Harry S .............................................................................58

Sierra Nevada Mining Camp .....................................................96

T/TAC Online ................................................................................ 167

Simply Audiobooks ...................................................................... 70

Tubman, Harriet ............................................................................. 74

Slavery .................................................................................125–128 Index

179

UCLA .............................................................................................164

Walt Disney World ....................................................................... 84

The Underground Railroad ......................................................... 74

Warren, Joseph ...........................................................................120

Understanding by Design (UbD) ......8, 41, 45, 45–46, 54, 173

Wayne, S. K. ..................................................................................38

United States ......................................................... 55, 56, 142, 161

WebQuests .................................................................................... 52

Unit Organizers ...................................................................... 54, 55

Westward Expansion .......................................................... 90–97

Universal Design for Learning (UDL) ................8, 9, 36, 41–42,

What Works Clearinghouse ....................................................166

45, 50, 75, 81, 129, 165, 173

Wiggins, Grant ..............................................................................43

University of Kansas .........................................................165, 173

Willock, David ......................................................................... 93, 94

Center for Research on Learning ....................................54, 166, 173

Work products ...............................................................................53

Ur .....................................................................................................146

World history ....................... 43, 54–56, 72, 123–128, 145–154

USA Today ....................................................................................136

World War II ................................................................................... 55

U.S. Department of Education .............................................17, 77

Writing ........13, 30, 53, 57, 61, 64–65, 67, 69, 71, 75, 81, 84, 88,

U.S. Government lesson plans ....98–101, 123–128, 155–161

106, 141, 146, 148, 152, 157, 167

U.S. market economy ...................................................... 129–137

Y YAKiToMe (text to voice software) ...........................................69

Vadsey, P. F. ....................................................................................38

You Be the Historian .................................................................... 74

Venn diagrams ................................................44, 54, 75, 126, 128

YouTube .......................................................... 71, 73, 131, 139, 159

Video resources ....... 37, 41–42, 65, 67, 71–75, 81–84, 86–88, 90–93, 97, 123–128, 129–133, 159, 166–167

Virginia ............................................................................................. 13 Virtual History Museum (VHM) ..........................................73–76 VoiceThread (learning tool) ........................................................ 75

180

Social Studies and Exceptional Learners

Zimmerman, Arthur ....................................................................... 59

About the Authors Darren Minarik is a special education teacher educator in the School of Teacher Education and Leadership at Radford University, Virginia, where he is Director of Curriculum and Professional Development for the American Civics Center, a nonpartisan organization dedicated to preparing young people and adults for active and responsible participation in democracy. His current teaching and research address educational intersections between social studies and special education, with a focus on self-study, disability history, citizenship education, self-determination, transition, collaboration, and inclusive practices.

Timothy Lintner is Professor of Social Studies Education at the University of South Carolina Aiken. He received his Ph.D. in Social Sciences Education from UCLA. His research examines the intersections between social studies and special education, with a particular emphasis on teaching preservice educators how to facilitate the learning needs of students with exceptionalities in the general education classroom.

About the Authors

181