Curriculum for Students with Significant Delays Chris Perry Kansas MTSS Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s Early Childhood, Special Education and Title Services. Kansas MTSS does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070,

Objectives Demonstrate the importance of including students with significant delays in general education instruction Show an example of using Dynamic Learning Maps (DLM) in guiding differentiation Provide resources for assisting in differentiating general education curriculum

“All Means All Y’all” “All students should receive Core Instruction that is aligned to grade level standards.” “Students with significant delays can participate in Core Instruction by using differentiation, modifications, and accommodations.” “What about students with skills significant below their peers?” “How can students participate in curriculum aligned to grade level standards when they are several grade levels behind? “Let’s talk a little bit about Inclusion using the DLM”

Background on Inclusion “In short, the fact that a child with disabilities will learn differently from his or her education within the regular classroom does not justify exclusion from that environment” Oberti v. Board of Education of the Borough of Clementon School District (3rd Cir. 1993). “In short, the fact that a child with disabilities will learn differently from his or her education within the regular classroom does not justify exclusion from that environment” Oberti v. Board of Education of the Borough of Clementon School District (3rd Cir. 1993). The term “General Curriculum” is used on 74 of 239 pages of the Process Handbook

“It is difficult for students who are removed from the classroom core instruction and placed only in a supplemental program to ever “close the gap” to a level where they can be successful within classroom core instruction” -Consideration of Replacement Core, Kansas MTSS “It is difficult for students who are removed from the classroom core instruction and placed only in a supplemental program to ever “close the gap” to a level where they can be successful within classroom core instruction” -Consideration of Replacement Core, Kansas MTSS Core Instruction Supplemental and/or Intensive Instruction

DLM Example

References and Resources Kansas Special Ed. Services Process Handbook Dynamic Learning Maps Consideration of Replacement Core ement_Core.pdf at