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

Second Edition
Edited by:


June 2005 | 144 pages | Corwin
 

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.


 
Introduction
Acknowledgments

 
 
1. Access to the General Curriculum: Why it is More Important Than Ever Before
The IDEA and Access to the General Curriculum

 
The No Child Left Behind Act

 
The Link Between "Standards" and "Curriculum"

 
A New Way to Think About Special Education

 
 
2. The Nature of Curriculum
Multiple Types of Curriculum

 
The Core Elements of Curriculum

 
What is the Purpose of Curriculum?

 
Curriculum Involves a Domain

 
Curriculum and Time

 
Finding the General Curriculum

 
Chapter Summary

 
 
3. The Learning-Teaching Connection
Learning Research and Implications for Teaching

 
Help Students Develop Meaningful Patterns of Information

 
Creating Experts

 
Teach to Improve Your Student's Memory

 
Help Students Attend to What You Want Them to Learn

 
Make Effective Use of Practice

 
Make Effective Use of Scaffolding

 
Help Students Manage Their Own Learning

 
Teach for Transfer and Generalization

 
The Learning-Teaching Connection

 
 
4. Assessment That Supports Access to the General Curriculum
Assessment and Decision-Making

 
What Will Typical Students Be Expected to Do During the Timeframe Addressed by the IEP

 
What is the Student's Present Level of Performance in the General Curriculum?

 
In What Ways is the Student's Disability Impacting Performance?

 
Is the Student Making Progress in the General Education Curriculum?

 
 
5. Access to Curriculum and the Individual Education Program
Curriculum Access on a Continuum

 
Universal Design for Learning

 
Multiple Means of Representation

 
Accommodations

 
Modifications

 
Accommodations and Modifications and Assessment

 
Special Education and Related Services

 
 
6. A Decision-Making Process for Creating IEPs That Lead to Curriculum Access
Step 1: Instructional Assessment

 
Step 2: Choosing the Standards and Identifying Supports

 
Step 3: Creating IEP Goals, Objectives, and Benchmarks

 
The Relationship Between Objectives and Benchmarks

 
 
References
 
Index

"Offers suggestions on how educators can provide all learners with the opportunity to meet standards through accommodating, modifying, and/or implementing alternative achievement goals."

Curriculum Connections, Spring 2006

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