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Why has access to curriculum become a central concept in special education?
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Week Eight:Accessing the General Education Curriculum/Universal DesignApril 3, 2007A-117: Implementing Inclusive EducationHarvard Graduate School of EducationDr. Thomas Hehir
A117 Hermeneutic SCHOOL
CLASSROOM
CHILD
Why has access to curriculum become a central concept
in special education?
What does it mean? The Intended Curriculum
The Taught Curriculum
The Learned Curriculum
Central Considerations The purpose of the curriculum is to bring about
desired outcomes
Time and sequencing are critical
Identifying most important enduring knowledge and skills is central to thoughtful planning
Overemphasis on “readiness” is a common problem
From Nolet & McLauglin – 1st Edition
From Nolet & McLauglin – 1st Edition
Activity Using figure 3.1 in Nolet and McLaughlin, consider the relevance of this
model and the concept of access to the curriculum for the following children for in-class discussion:
A third grader with significant emotional disturbance with grade level skills.
A tenth grader who is blind, a Braille reader with grade level skills. A sixth grader with dyslexia who reads independently at the third grade
level An eleventh grade student with mild mental retardation and forth grade
level skills An eighth grader who is deaf, fluent in ASL, reading English with
comprehension at the fourth grade level.
From Nolet & McLauglin – Chapter 3
Organize the information you want your students to learn before you teach it.
Provide direct assistance to help students activate prior knowledge already stored in long-term memory.
Help students make links between old and new information.
Incorporate elaboration tactics into your instruction.
From Nolet & McLauglin – Chapter 3Classroom Strategies to Improve Transfer
Provide opportunities for students to practice skills and apply knowledge in a variety of contexts.
Systematically vary types of examples from near to far transfer.
Model strategies that show how previously learned information can be used in a new situation.
Provide cues in situations where students are required to transfer previously learned information.
Accommodations & Modifications“A dyslexic needs extra time the same way a diabetic needs insulin” (Shaywitz 2003)
Accommodations: Alternative acquisition modes Alternative response modes Content enhancements
Modifications:
Evaluating Outcomes of Access Norm Referenced
Criterion Referenced
Individual Referenced
Universal Design Multiple means of representation
Multiple means of expression
Flexible means of engagement
Towards Ending Ableism in EducationThe Promise of Universal Design
Universal Design and reading Universally designed preschool and kindergarten
options Universally designed early reading programs and
disability identification Universal Design and learning Universally designed support for positive behavior Universal Design and school organization
Students with Disabilities and Standards-Based Reform
Start early
Curriculum modification should be a last resort
Accommodations on tests should mirror instructional accommodations
Time devoted to learning may need to be lengthened
Restructure high school options through effective transition planning