Cover

Contents

Acknowledgments

About the Authors

Introduction

Chapter 1 - Access to the General Education Curriculum: Why It is More Important Than Ever Before

IDEA and Access to the General Education Curriculum

The No Child Left behind Act

The Components of Standards-Driven Reform

The Link between Standards and Curriculum

Dissecting the Standards

Differentiating between Content and Achievement Standards

Standards and Curriculum

Standards and Students with Disabilities

A New Way to Think about Special Education

Challenges for Special and General Education Teachers

Chapter 2 - The Nature of Curriculum

Multiple Types of Curriculum

The Intended Curriculum

The Taught Curriculum

The Learned Curriculum

The Core Elements of Curriculum

What is the Purpose of Curriculum?

Curriculum as a Map for Teachers

Immediacy

Specificity

Curriculum Involves a Domain

Specifying the Domain

Curriculum and Time

Allocated Time

Curriculum Sequence

Decisions about Time

Finding the General Education Curriculum

Purpose, Domain, and Time

The Present

Looking Ahead and Looking Back

Conclusion

Chapter 3 - The Learning-Teaching Connection

Learning Research and Implications for Teaching

Help Students Develop Meaningful Patterns of Information

Creating Experts

Teach to Improve Your Students’ Memories

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

Rehearsal

Elaboration

Organization

Comprehension Monitoring

Affect

Teach for Transfer and Generalization

The Learning-Teaching Connection

Chapter 4 - Assessment That Supports Access to the General Education Curriculum

Assessment and Decision Making

What Will Typical Students be Expected to Do During the Time Frame Addressed by the IEP?

What is the Student’s Present Level of Academic Achievement and Functional Performance in the General Education Curriculum?

In What Ways is the Student’s Disability Impacting Academic Achievement and Functional Performance in the General Education Curriculum?

Is the Student Making Progress in the General Education Curriculum?

Norm-Referenced Decisions

Criterion-Referenced Decisions

Individual-Referenced Decision Making

Chapter 5 - Curriculum Access and the Individualized Education Program

A Continuum of Curriculum Access

Universal Design for Learning and Access to the General Education Curriculum

Multiple Means of Representation

Teaching Presentations

Instructional Materials

Multiple Means of Expression

Presentation and Graphics Software

Oral Presentation

Models and Manipulatives

Flexible Means of Engagement

Accommodations

Alternative Acquisition Modes

Content Enhancements

Alternative Response Modes

Modifications

Teaching Less Content

Teaching Different Content

Individualized Curriculum Goals

Accommodations, Modifications, and Assessment

Special Education and Related Services

Chapter 6 - A Decision-Making Process for Creating IEPs That Lead to Curriculum Access

Step 1: Instructional Assessment

Step 2: Choosing IEP Goals and Identifying Supports

Step 3: Creating IEP Annual Goals

The Challenge

Setting IEP Goals for Curriculum Modifications and Alternate Achievement Standards

IEP Objectives and Benchmarks

Making the Link between IEP Goals and State Assessments

From IEP Goals to Instruction

Special and General Education Collaboration

Conclusion

Appendix A - Resources for Facilitating Access

References

Index