Accommodations
Modifications
Adaptations as Accommodations or Modifications
Rigor
The Takeaways
3 Determining Personal Supports
Full-Time Support
Part-Time Support
Intermittent Support
Peer Tutor Support
Natural Support
Supplemental Support
Co-Teaching
The Takeaways
4 Communicating With Key Collaborators
Naming Key Collaborators
Sharing Responsibility
The Takeaways
Epilogue: Changing a Belief System
About the Editors
Douglas Fisher, PhD, is professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. He teaches courses in instructional improvement and formative assessment. As a classroom teacher, Fisher focuses on English language arts instruction. He was director of professional development for the City Heights Educational Collaborative and also taught English at Hoover High School.
Fisher received an International Reading Association Celebrate Literacy Award for his work on literacy leadership. For his work as codirector of the City Heights Professional Development Schools, Fisher received the Christa McAuliffe Award. He was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English (NCTE) as well as the 2014 Exemplary Leader for the Conference on English Leadership, also from NCTE.
Fisher has written numerous articles on reading and literacy, differentiated instruction, and curriculum design. His books include Teaching Students to Read Like Detectives, Checking for Understanding, Better Learning Through Structured Teaching, and Rigorous Reading.
He earned a bachelor’s degree in communication, a master’s degree in public health, an executive master’s degree in business, and a doctoral degree in multicultural education. Fisher completed postdoctoral study at the National Association of State Boards of Education focused on standards-based reforms.
Nancy Frey, PhD, is a professor of educational leadership at San Diego State University. She teaches courses on professional development, systems change, and instructional approaches for supporting students with diverse learning needs. Frey also teaches classes at Health Sciences High and Middle College in San Diego. She is a credentialed special educator, reading specialist, and administrator in California.
Before joining the university faculty, Frey was a public school teacher in Florida. She worked at the state level for the Florida Inclusion Network, helping districts design systems for supporting students with disabilities in general education classrooms.
She is the recipient of the 2008 Early Career Achievement Award from the Literacy Research Association and the Christa McAuliffe Award for excellence in teacher education from the American Association of State Colleges and Universities. She was corecipient of the Farmer Award for excellence in writing from the National Council of Teachers of English for the article “Using Graphic Novels, Anime, and the Internet in an Urban High School.”
Frey is coauthor of Text-Dependent Questions, Using Data to Focus Instructional Improvement, and Text Complexity: Raising Rigor in Reading. She has written articles for The Reading Teacher, Journal of Adolescent and Adult Literacy, English Journal, Voices in the Middle, Middle School Journal, Remedial and Special Education, and Educational Leadership.
To book Douglas Fisher or Nancy Frey for professional development, contact [email protected].
About the Authors
Yazmin Pineda Zapata, EdD, is a program specialist and teacher leader at Health Sciences High and Middle College in San Diego, California. Her expertise in delivering special education services has allowed her to advocate for students with varying learning differences in grades K–12. Yazmin is credentialed as an administrator, a teacher in multiple subjects, and an education specialist for students with mild to moderate and moderate to severe disabilities.
Yazmin mentors teacher candidates completing credentials in special education as a cooperating teacher and also supports school districts and nonprofit organizations across the nation to implement appropriate curriculum adaptations that provide equitable access to all learners. She actively presents and consults in the areas of best practices for accessible curriculum, co-teaching, collaborative planning, and inclusive education.
Yazmin has a bachelor’s degree in English literature and language, a master’s degree in special education with an emphasis in curriculum, and a doctoral degree in educational leadership.
Rebecca Brooks, PhD, is an assistant professor in the special education teacher preparation and graduate program in the School of Education at California State University San Marcos. Prior to joining the university faculty, Rebecca was a public school special educator for grades K–12 serving the role of an inclusion support teacher. She has worked with individuals with developmental disabilities in educational, recreational, vocational, and residential settings for more than twenty-five years.
She is a nationwide presenter and consultant in the areas of best practices for inclusive education and peer tutoring support systems. She has written journal articles on inclusive education and peer tutoring and coauthored the book Peer Tutoring and Support: Making Inclusive Education Work. She has her multiple subjects and education specialist teaching credentials. She is also a Leading Edge Certified (LEC) online and blended learning teacher.
Rebecca earned an associate’s degree in developmental disabilities, a bachelor’s degree in communicative disorders, a master’s degree in education with an emphasis in special education, and a doctoral degree in education with a focus on social justice.
To book Yazmin Pineda Zapata or Rebecca Brooks for professional development, contact [email protected].
Foreword
By Douglas Fisher and