Accessing the General Curriculum : Including Students with Disabilities in Standards-Based Reform

by Victor Nolet

• ISBN13: 9781412916486
• ISBN10: 1412916488
• Edition: 2nd
• Format: Hardcover
• Copyright: 2005-06-09
• Publisher: Corwin Pr

Summary

Give your students access to the general curriculum and find better ways to assess their progress! How is your special-education curriculum impacted by the requirements of IDEA and NCLB? How can you improve student learning and retention to positively influence assessment results? What methods are available for determining your students? present level of performance? In this second edition of the best-selling Accessing the General Curriculum , Nolet and McLaughlin provide updated frameworks and strategies-with invaluable examples and flowcharts for fitting special education into the frameworks created by national standards and assessments. This invaluable resource provides K-12 educators with the support necessary to produce expected results from every learner. The authors begin with far-reaching legal implications and connect them with individual students to show teachers how to: Use curriculum as a map for guiding students toward achievement Understand learning research as a bridge to the learning-teaching connection Relate each student?s disability to his or her academic performance Design alternate assessment tools and curriculum Link goals, objectives, and benchmarks to state assessment criteria Affording special education students accommodations and modifications to their individual curriculum will improve their performance, enhance your ability to help them advance, and, ultimately, improve the evaluation of their progress throughout their academic career.

Table of Contents

Acknowledgments	ix
About the Authors	xi
Introduction	1	(1)
Access to the General Education Curriculum: Why It Is More Important Than Ever Before	2	(14)
IDEA and Access to the General Education Curriculum	2	(2)
The No Child Left Behind Act	4	(2)
The Components of Standards-Driven Reform	4	(2)
The Link Between Standards and Curriculum	6	(7)
Dissecting the Standards	6	(1)
Differentiating Between Content and Achievement Standards	7	(3)
Standards and Curriculum	10	(2)
Standards and Students With Disabilities	12	(1)
A New Way to Think About Special Education	13	(3)
Challenges for Special and General Education Teachers	14	(2)
The Nature of Curriculum	16	(15)
Multiple Types of Curriculum	16	(3)
The Intended Curriculum	16	(1)
The Taught Curriculum	17	(2)
The Learned Curriculum	19	(1)
The Core Elements of Curriculum	19	(1)
What Is the Purpose of Curriculum?	20	(3)
Curriculum as a Map for Teachers	21	(1)
Immediacy	21	(1)
Specificity	21	(2)
Curriculum Involves a Domain	23	(2)
Specifying the Domain	23	(2)
Curriculum and Time	25	(2)
Allocated Time	25	(1)
Curriculum Sequence	26	(1)
Decisions About Time	27	(1)
Finding the General Education Curriculum	27	(3)
Purpose, Domain, and Time	28	(1)
The Present	28	(1)
Looking Ahead and Looking Back	28	(2)
Conclusion	30	(1)
The Learning-Teaching Connection	31	(19)
Learning Research and Implications for Teaching	31	(2)
Help Students Develop Meaningful Patterns of Information	33	(2)
Creating Experts	35	(2)
Teach to Improve Your Students' Memories	37	(1)
Help Students Attend to What You Want Them to Learn	38	(3)
Make Effective Use of Practice	41	(1)
Make Effective Use of Scaffolding	42	(2)
Help Students Manage Their Own Learning	44	(2)
Rehearsal	44	(1)
Elaboration	45	(1)
Organization	45	(1)
Comprehension Monitoring	46	(1)
Affect	46	(1)
Teach for Transfer and Generalization	46	(2)
The Learning-Teaching Connection	48	(2)
Assessment That Supports Access to the General Education Curriculum	50	(26)
Assessment and Decision Making	51	(2)
What Will Typical Students Be Expected to Do During the Time Frame Addressed by the IEP?	53	(1)
What Is the Student's Present Level of Academic Achievement and Functional Performance in the General Education Curriculum?	53	(11)
In What Ways Is the Student's Disability Impacting Academic Achievement and Functional Performance in the General Education Curriculum?	64	(4)
Is the Student Making Progress in the General Education Curriculum?	68	(8)
Norm-Referenced Decisions	68	(1)
Criterion-Referenced Decisions	69	(1)
Individual-Referenced Decision Making	70	(6)
Curriculum Access and the Individualized Education Program	76	(16)
A Continuum of Curriculum Access	77	(1)
Universal Design for Learning and Access to the General Education Curriculum	78	(3)
Multiple Means of Representation	81	(1)
Teaching Presentations	81	(1)
Instructional Materials	81	(1)
Multiple Means of Expression	82	(1)
Presentation and Graphics Software	82	(1)
Oral Presentation	82	(1)
Models and Manipulatives	83	(1)
Flexible Means of Engagement	83	(1)
Accommodations	84	(3)
Alternative Acquisition Modes	85	(1)
Content Enhancements	85	(1)
Alternative Response Modes	86	(1)
Modifications	87	(2)
Teaching Less Content	89	(1)
Teaching Different Content	89	(1)
Individualized Curriculum Goals	89	(1)
Accommodations, Modifications, and Assessment	89	(1)
Special Education and Related Services	90	(2)
A Decision-Making Process for Creating IEPs That Lead to Curriculum Access	92	(23)
Step 1: Instructional Assessment	93	(3)
Step 2: Choosing IEP Goals and Identifying Supports	96	(1)
Step 3: Creating IEP Annual Goals	97	(8)
The Challenge	101	(2)
Setting IEP Goals for Curriculum Modifications and Alternate Achievement Standards	103	(2)
IEP Objectives and Benchmarks	105	(1)
Making the Link Between IEP Goals and State Assessments	106	(6)
From IEP Goals to Instruction	108	(1)
Special and General Education Collaboration	109	(3)
Conclusion	112	(3)
Appendix A - Resources for Facilitating Access	115	(6)
References	121	(4)
Index	125