1. Exceptional Lives: Special Education in Today’s Schools, 6e ISBN: 0135027012 © 2010 Pearson Education, Inc. All rights reserved. Chapter 2 Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion

2. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 2 Chapter 2 Objectives At the end of this chapter you should be able to: Describe progress in the general curriculum. Describe universal design for learning and how it can benefit students. Answer the question What is Inclusion? Clearly articulate what an IEP is and how it supports student progress Identify ways that general and special educators can help students make the progress defined in federal law, IDEA.

3. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 3 What does progressing in general curriculum mean? Assessing student progress: Progress is what federal promotes and requires Progress in the general education curriculum is achieved by standards-based reform NCLB requires states to establish challenging academic content and student achievement standards that apply to all students, including students with disabilities

4. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 4 A process that identifies the academic content that students must master General education curriculum Academic content standards Student achievement standards Alternative achievement standards Standards-Based Reform

5. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 5 Connecting the Curriculum to the Standards States use three approaches to assessment: Define standards Define benchmarks Define indicators

6. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 6 IEP teams must consider any accommodations needed in the assessment process Five most frequent test accommodations Dictated responses Extended time Large print Braille Interpretation of instructions Making Accommodations in Assessments

7. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 7 For students who cannot learn the same content as same-age peers ad who cannot take the state assessment even with accommodations Aligned with the state content standards Serve the same purposes as the standard assessments: Accountability Decision-making Alternative Assessments

8. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 8 Those in favor of accountability and standards-based reform: 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 Why is progress in the general education curriculum valued?

9. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 9 Opponents of identical standards for all students approach: Holding students to the same standards can conflict with IEP goals Students may become frustrated, discouraged, and drop out of school Why is progress in the general education curriculum valued?

10. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 10 How Do Supplementary Aids and Services Support Progress? Aids, services, and other supports are provided in general education classes or other education related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. Considered to be non-instructional modifications and supports

11. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 11 Supplementary Aids and Services (Figure 2–1)

12. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 12 What is Universal Design for Learning and How Does UDL Facilitate Progress? Universal design seeks to make learning accessible to all students Promotes flexibility in: Multiple means of representation (how materials represent content) Multiple means of action (How materials provide alternative ways for students to demonstrate knowledge) Multiple mean of engagement (How materials take advantage of student interests and motivations to engage them in learning) National Instructional Materials Accessibility Standards establishes the technical specification for electronic versions of print material by setting criteria for the different types of computer language and for how electronic documents should be prepared.

13. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 13 Six Placement Categories (Figure 2–4) Special education outside the regular classroom for less than 21% of the day Special education outside the regular classroom for more than 60% of the day Public separate facility Private separate facility Public residential facility Private residential facility

14. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 14 Special Education Environments: 2006-2007, Ages 6-21 (Figure 2–5)

15. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 15 Home-school placement Principle of natural proportions Restructuring teaching and learning Age- and grade-appropriate placements Which includes: Eliminating the continuum of placements Increasing the amount of time students spend in general education classrooms Educator, parent, and student perspectives on inclusion Four Characteristics of Inclusion

16. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 16 Mainstreaming Regular education initiative Inclusion through accommodations Inclusion through restructuring Four Consecutive Phases of Inclusion

17. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 17 Students with disabilities gain social and communication benefits from their involvement in inclusive settings Students without disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students wit disabilities in their classroom. Student Outcomes Associated with Inclusion

18. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 18 Facilitating Progress IDEA and NCLB have changed the focus on access to the general curriculum from WHERE to: WHAT, a focus on what the student is taught (curriculum mastery) AND HOW, a focus on methods and pedagogy

19. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 19 Required Components of Every Individualized Education Program (Figure 2.8) The students present level of performance Measurable annual goals How will progress be measured Special education services, related and supplementary services An explanation of the extent to which the student will not participate in the general education setting Individual, appropriate accommodations used to measure the student’s outcomes on state and district assessments The projected beginning date for services When a child turns 16, a transition plan

20. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 20 Five Special Factors to Consider When Developing an IEP If a child’s behavior impedes learning, the team must consider the use of positive behavioral interventions and supports If a child has limited English proficiency, the team must consider language needs If the child is blind or visually impaired, the team must provide instruction in Braille and the use of Braille The team must consider the child’s communication needs The team must consider whether a child needs assistive technology devices and services

21. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 21 Addressing Progress Through the IEP Determining Supplementary Aids and Services Determining Annual Goals Determining Specially Designed Instruction Specifying Related Services Determining Test Accommodations and Alterations

22. Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, Michael Wehmeyer ISBN: 0135027012 © 2010 Pearson Education, Inc. All Rights Reserved. 22 What Should Educators Do to Support Progress? Create learning communities Design units and lessons Cognitive taxonomies Implement school-wide instructional strategies 2-27