Standards-Based Learning for Students With Disabilities

by Glatthorn, Allan A.; Craft-Tripp, Marsha

• ISBN13: 9781930556010
• ISBN10: 1930556012
• Format: Paperback
• Copyright: 2000-04-01
• Publisher: Eye on Education

Summary

This book describes in detail how educators can apply curriculum standards, performance standards and opportunity standards to improve education of special learners. It provides practical examples which show you how to: - develop and implement standards-based IEPs - use curriculum standards and benchmarks to develop long term plans - develop performance tasks for students with disabilities - develop curriculum units for students with disabilities This book shows you that students with disabilities can profit from and be involved with the types of standards currently used with other students.

Table of Contents

Meet the Authors	v
Acknowledgments	vi
Preface	xiii
Part I: Seeing the Big Picture	1	(32)
Understanding Standards-Based Learning	3	(12)
Understanding the Concept of Standards	5	(1)
The Central Goal	6	(1)
The Foundation Elements	6	(4)
School and Classroom Culture	6	(3)
School and Classroom Climate	9	(1)
Opportunity Standards	9	(1)
The Key Attributes	10	(1)
Curriculum Standards	10	(1)
Planning Standards	10	(1)
Performance Tasks and Units	10	(1)
Performance Assessments and Standards	11	(1)
Standards for Effective Teaching	11	(1)
Facilitative Components	11	(1)
Individualized Educational Program	11	(1)
Appropriate Structures	12	(1)
A Concluding Note	12	(1)
References	13	(2)
Understanding Students with Disabilities	15	(18)
The General Picture	17	(1)
Learning Disabled	18	(2)
Understanding Learning Disability	19	(1)
Helping the Learning Disabled	19	(1)
Emotionally Disabled	20	(2)
Understanding the Emotionally Disabled	20	(1)
Helping the Emotionally Disabled	21	(1)
Attention Deficit Disorder	22	(3)
Definition of Attention Deficit Disorder	22	(1)
Major Characteristics of Attention Deficit Disorder	23	(1)
Difficulty Sustaining Attention	23	(1)
Difficulty Controlling Impulses	23	(1)
A Problem with Too Much Behavior	24	(1)
Using Effective Strategies	25	(1)
Mentally Disabled	25	(1)
Understanding the Mentally Disabled	25	(1)
Using Effective Strategies	26	(1)
Less Common Disabilities	26	(3)
Multiple Disabilities	26	(1)
Other Health Impaired	26	(1)
Speech or Language Impaired	27	(1)
Deaf or Hearing Impaired	28	(1)
Blind or Visually Impaired	28	(1)
Orthopedically Impaired	28	(1)
Deaf and Blind	29	(1)
Autistic	29	(1)
Traumatic Brain-Injured	29	(1)
A Concluding Note	29	(1)
References	30	(3)
Part II: The Foundation Elements	33	(44)
Developing a School Culture that Meets the Standards	35	(14)
Understanding the Concept of Culture and its Related Elements	37	(6)
The Core Values	37	(5)
The Norms of Behavior	42	(1)
The Surface Manifestations	43	(1)
Understanding School Climate	43	(1)
Analyzing and Modifying the Hidden Curriculum	44	(1)
A Concluding Note	45	(3)
References	48	(1)
Developing a Standards-Based Learning Community	49	(16)
Understanding the Nature of a Learning Community	51	(4)
Belonging	52	(1)
Caring	53	(1)
Acting Responsibly	54	(1)
Appreciating Similarities and Differences	55	(3)
Cooperating and Collaborating	58	(2)
Experiencing a Curriculum of Community	60	(1)
Learning in an Inviting Environment	61	(1)
Using the Power of Disabled Students to Affect Their Own Education	62	(1)
A Concluding Note	62	(1)
References	63	(2)
Assessing Opportunity Standards and Accepting the Constraints	65	(12)
Opportunity Standards for Special Education	67	(2)
Meeting the Opportunity Standards	67	(2)
Accepting the Constraints: The Individualized Educational Program	69	(4)
The IEP Team	69	(1)
Components of the IEP	70	(1)
Least-Restrictive Environment	70	(1)
Transition Services	71	(1)
Reporting of Progress on the IEP	71	(1)
Assessment	71	(1)
Role of the Parent	72	(1)
Extended School Year	72	(1)
Special Considerations in Developing an IEP	73	(1)
Other Regulations	73	(2)
Protections for Children Not Yet Eligible for Services	73	(1)
Initial Evaluations	74	(1)
Reevaluation	74	(1)
Discipline	74	(1)
A Concluding Note	75	(1)
References	75	(2)
Part III: The Key Factors	77	(88)
Using Curriculum Standards	79	(26)
Acquiring the Essential Knowledge	81	(6)
Types of Curriculum	82	(3)
Standards	85	(1)
Performance Tasks and Assessments	86	(1)
Performance Tasks	86	(1)
Performance Assessments	87	(1)
Understanding the Hallmarks of a Quality Special Education Curriculum	87	(2)
The Three-Part Curriculum: The Regular Curriculum	89	(5)
The Three-Part Curriculum: The Special Curriculum	94	(5)
Identifying Standards	94	(2)
Identifying the Benchmarks	96	(2)
Adding Life Skills to the Special Curriculum	98	(1)
The Three-Part Curriculum: The Individual Curriculum	99	(1)
Assembling the Components of the Written Curriculum	99	(4)
Developing the Scope and Sequence Chart	99	(2)
Developing the Curriculum Guide	101	(2)
Developing IEPs from the Three Parts	103	(1)
A Concluding Note	104	(1)
References	104	(1)
Using Curriculum Standards and Benchmarks to Develop Long-Term Plans	105	(8)
Develop an Appropriate Form	107	(1)
Decide on the Number of Units	108	(1)
Reflect About the Types of Units	109	(1)
Choosing Unit Titles	110	(1)
Determine the Sequence of Units	110	(1)
Take the Final Steps	111	(2)
Developing Performance Tasks for Students with Disabilities	113	(8)
Understand the Nature of Performance Tasks	115	(1)
Take the First Steps: Review Standards, Benchmarks, and Unit Titles	116	(1)
Design the Performance Task	117	(2)
Conduct a Formal Evaluation of the Task	119	(1)
A Concluding Note	119	(1)
References	119	(2)
Developing Curriculum Units for Students with Disabilities	121	(12)
Understand the Importance of Unit Planning	123	(1)
Understand How to Improve Existing Units	123	(1)
Take the Initial Steps	124	(2)
Take the Next Steps	126	(4)
Prepare the Unit for Evaluation	130	(1)
Arrange for Evaluation of the Unit	131	(1)
Reference	131	(2)
Making Performance Assessments That Meet the Standards	133	(14)
Use Individualized Curriculum-Based Assessment	135	(2)
Use Readiness Assessment at the Start of the Unit	137	(1)
Use Formative Assessment to Evaluate Progress	137	(1)
Use the Portfolio to Demonstrate Learning in Progress	138	(1)
Use Rubrics to Guide Student and Teacher Assessment	139	(4)
Use Performance Assessment to Evaluate Achievement	143	(2)
Use Assessment Data to Make Adjustments	145	(1)
References	146	(1)
Using Standards to Improve Teaching and Learning	147	(18)
General Models	149	(2)
Matching Learning Styles	149	(2)
Multiple Intelligences Models	151	(1)
Cooperative Learning Models	151	(7)
Technology-Assisted Models	153	(1)
Instructional Technology	153	(1)
Assistive Technology	154	(1)
Peer Tutoring Models	154	(1)
Direct Instruction Models	155	(1)
Constructivist Models	156	(1)
Specific Strategies	157	(1)
Using a Problem-Solving Approach	158	(3)
Describe the Behaviour	158	(1)
Analyze the Likely Causes	159	(1)
Review the Knowledge Base	159	(1)
Offering and Evaluating Solutions	160	(1)
Using Standards for Teaching	161	(1)
References	161	(4)
Part IV: The Facilitating Components	165	(23)
Developing and Implementing Standards-Based IEPs	167	(12)
Using Previous Decisions in Developing an IEP	169	(4)
Using the Long-Term Plan	173	(2)
Using Performance Tasks	175	(1)
Using Performance Assessment	175	(3)
Using Teaching Standards	178	(1)
References	178	(1)
Using Learning Structures That Meet the Standards	179	(9)
Use Appropriate Curriculum Structure	181	(2)
Vary the Instructional Source	183	(1)
Use Time Flexibly	184	(1)
Use Grouping Strategies Flexibly	185	(1)
Tracking	185	(1)
Within-Class Grouping	185	(1)
Homogeneous Grouping	186	(1)
Use Small Group and Individual Instruction	186	(2)
Small Groups	186	(1)
Individual Instruction	187	(1)
Whole-Class Instruction	187	(1)
A Concluding Note	188	(1)
References	188