Rigor for Students with Special Needs  book cover
1st Edition

Rigor for Students with Special Needs

ISBN 9781596672482
Published May 26, 2013 by Routledge
128 Pages

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Book Description

This practical, easy-to-read guide explains how to raise the rigor for students with special needs so they can achieve higher levels of learning.

Learn how to

  • set clear goals and expectations
  • establish a climate of success
  • scaffold and model lessons
  • use graphic organizers and "think-alouds"
  • apply modifications and accommodations
  • use rigorous questioning strategies
  • differentiate instruction
  • increase family involvement

Get even more out of this book by discussing it with others! It’s ideal for study groups and the appendix features a detailed guide on how to make it work for your group!

Bonus! You get a great variety of handy black line masters for use in your own classroom.


Table of Contents

1 The What and Why of Rigor

2 Motivating Students

3 Setting High Expectations

4 Providing Support

5 Demonstration of Student Learning (Assessment)

6 Challenges and Opportunities


Appendix A: Suggestions for Using Rigor for Students

with Special Needs with Book Clubs or Study Groups

Appendix B: Blackline Masters


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"Rigor for Students with Special Needs is definitely a valuable resource. It specifically addresses rigor for students with special needs, but the strategies included are applicable to any students who are struggling with learning at higher levels. The material is easy to reference as the key ideas are clearly set off and illustrated with graphics. There are additional offsets to draw attention to the reflective questions, and roadblock sections, making them easy to access. I would highly recommend this book as a resource for any teacher who works with struggling students."

—Laura Von Staden for MiddleWeb

"This volume can be read alone or as a companion piece to the first; but it is an absolute must-read for teachers who are passionate about increasing rigor with the students with special needs in their classrooms."

--Kathy Highfield and Laura Pardo, Michigan Reading Journal