CHAPTER 2: Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion Exceptional Lives 8th Edition Turnbull, Turnbull, Wehmeyer, and Shogren Developed by Theresa Garfield Dorel Texas A&M University-San Antonio

WHAT IS “PROGRESS IN THE GENERAL EDUCATION CURRICULUM”? Progress is what federal law promotes and requires Progress in the general education curriculum is achieved by standards-based reform Academic content standards - Academic content that students must master Student achievement standards - the levels of achievement that students must meet to demonstrate proficiency in the subjects Alternate achievement standards - for students with the most significant cognitive disabilities (1% of the lowest performing students)

Connecting the Curriculum to the Standards States use three approaches to assessment: Define standards - general statements of what a student should know and be able to do in any given subject area Define benchmarks - specific statements of what students should know and be able to do in any given subject area Define indicators - statements of knowledge or skills that a student must demonstrate in order to in order to meet a benchmark

Making Accommodations in Assessments IEP teams must consider any accommodations needed in the assessment process Most frequent test accommodations Dictated responses Extended time Large print Read-aloud Interpretation of instructions Computer-based assessment

Alternative Assessments Alternate assessments based on grade-level achievement standards (AA-GLAS) - modified versions of the general grade level assessments Alternate assessments based on alternate academic achievement standards (AA-AAS) - for students with the most significant cognitive disabilities, multiple accommodations and link to alternative achievement standards Alternate assessments based on modified achievement standards (AA-MAS) - provides accommodation and modifications on grade level tests for students with disabilities

Why is progress in the general education curriculum valued? Those in favor of accountability and standards based reform believe: Comparable standards will result in higher expectations and higher levels of student achievement By being part of the standards process, students with disabilities will also be part of the education reform movement

Supplementary Aids and Services

Universal Design for Learning Ensures that students with disabilities can access the general education curriculum via curriculum modifications achieved through technology and instruction Multiple means of: Representation Action and Expression Engagement

4 Principles of Inclusion Home School Placement Principle of Natural Proportions Restructuring Teaching and Learning Age- and Grade-Appropriate Placements

At the Heart of the Inclusion Debate Eliminate the Continuum of Placements Increase the Amount of Time in General Education Classrooms

Current Placement Trends

Student Outcomes Associated with Inclusion Students with disabilities gain social and communication benefits Students with disabilities can and do benefit academically Students with disabilities receiving their education in the general education classroom are significantly more likely to have access to the general education curriculum

Multi-Tiered Systems of Supports Response to Intervention (RtI) Positive Behavior Supports (PBS) In both models, students receive “tiered” supports Tier 1- Universal supports- all students Tier 2- More intense supports Tier 3- Most intense supports

What Should Educators Do to Support Progress? Create Learning Communities Design Units and Lessons Bloom’s Taxonomy (Revised Version) Remembering Understanding Applying Analyzing Evaluating Creating