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Bestseller!

Accessing the General Curriculum

Including Students With Disabilities in Standards-Based Reform

Second Edition
By: Victor Nolet, Margaret J. McLaughlin

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? In this second edition of the best-selling Accessing the General Curriculum, Nolet and McLaughlin present updated frameworks for:

Relating disabilities to academic performance
Designing alternate assessment tools
Linking 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 correct the evaluation of their progress throughout their academic career.

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Product Details

Grade Level: PreK-12
ISBN: 9781412916493
Published By: Corwin
Year: 2005
Page Count: 144
Publication date: October 15, 2013

Price: $39.95

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Description

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.

Author(s)

Victor Nolet

Victor W. Nolet is Director of Assessment and Evaluation for the Woodring College of Education at Western Washington University. He received his Ph.D. from the University of Oregon. His current interests include the impact of teacher education programs on P-12 student outcomes and the impact of accountability systems on students with disabilities. Address: Victor Nolet, Woodring College of Education, 251F Miller Hall, Western Washington University, Bellingham, WA. 98225.

Margaret J. McLaughlin

Margaret McLaughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education.

McLaughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. McLaughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education.

McLaughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her PhD at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.

Table of Contents

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

Reviews

"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

Other Titles in: Special Education | Special Education Curriculum | Teaching Methods & Learning Styles

Select Format:

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.