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What does progressing in general curriculum mean?
Assessing student progress? Progress is what the fed promotes and requires Progress in the general ed., 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 those with disabilities
Standards Based Reform A process that identifies the academic content that
students must master General education curriculum Academic content standards Student achievement standards Alternative achievement standards
Connecting the Curriculum to the Standards
States use three approaches to assessment: Define standards Define benchmarks Define indicators
Making Accommodations in Assessment
IEP Team must consider any accommodation needed in the assessment process
Five most frequent test accommodations Dictate responses Extended time Large print Braille Interpretation of instructions
Alternative Assessments For students who cannot learn the same content as
same-age peers and who cannot take the state assessment even with accommodations
Aligned to the state content standards
Serve the same purpose as the standard assessment Accountability Decision-making
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
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
NOT ALL STUDENTS ARE THE SAME—what is the goal of public schools???
Four Characteristics of Inclusion
Home-school placement
Principal 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 consecutive phases of inclusion
Mainstreaming
Regular education initiatives
Inclusion through accommodations
Inclusion through restructuring
Student outcomes associated with inclusion
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 with disabilities in their classroom.
Placement categories 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 facilities
Private separate facilities
Public residential facilities
Private residential facilities
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
Addressing progress through the IEP
Determining Supplementary Aides and services
Determining Annual Goals
Determining Specially Designed Instruction
Specifying Related Services
Determining Test Accommodations and Alterations
What Should Educators Do to Support Progress
Create learning communities
Design units and lessons
Cognitive Taxonomies
Implement School-wide instructional Strategies