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  PoS   WORD HIS EDU SOC LAW HUM PHIL SCI MED BUS
1  V    MIGRATE 253 29 343 81 59 93 689 69 29
2  J    SUSTAINED 414 144 227 216 227 200 307 132 38
3  N    OFFSPRING 114 28 205 66 98 245 876 62 32
4  V    ORIENT 235 343 553 116 270 289 474 85 33
5  V    ADHERE 272 130 305 265 168 147 228 146 30
6  R    RADICALLY 236 42 194 267 342 439 264 26 63
7  V    PROBE 131 154 174 66 97 134 657 65 22
8  N    APPROPRIATION 325 99 225 241 425 273 148 12 10
9  J    PRIVILEGED 318 75 204 250 333 271 116 12 13
10  N    RELEVANCE 389 325 473 263 355 291 319 188 5
 

specifying the involvement of regular educators. These changes are particularly challenging for many secondary schools because of their organizational structure (e.g., students often see six or seven teachers per day, periods of instruction often are about an hour long, teachers are organized in departments). In this article I focus on specific changes to the IDEA regulations regarding the regular educator's involvement in the IEP process, possible consequences of not following a student's IEP, and some best practice suggestions to help regular educators at the secondary level comply with the law. To illustrate how complex following the law might be for a secondary teacher, consider the following hypothetical case: Lori, a seventeen-year-old high school student with a learning disability, was placed in one special education class (English) and three regular education classes (science, social studies, and math). At the end of first semester, Lori was failing three of the four academic classes; she was

 
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[ACADEMIC] Clearing House (2001)
 



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