Wehman & Kregel, Chapter Four

Accessing the General Curriculum Within a Functional Curriculum Framework

IDEA '97 placed greater emphasis on participation in general education for students with disabilities. The intent of this mandate was not to merely physically place student in general education classrooms but, rather, allow them access to the general education curriculum. At the very least, students' IEP goals and objectives should reflect (or we should be able to relate goals and objectives to the standards).

As IEP's are developed, IDEA requires teams to consider:

IDEA regulations: General education curriculum refers to "the same curriculum as for nondisabled". Students with disabilities will benefit from both the:

 

MEANS OF ACCESSING THE GENERAL EDUCATION CURRICULUM

1. Universal Design

Curriculum and instruction is constructed so it is accessible to both students with and without disabilities.

You can read more about "Universal Design" on pp. 97-98.

Methods of developing curriculum with "Universal Design". Identify an example of each of these methods.

1. Multiple means of presenting content/material.

Example:

2. Multiple means of expression (peer responses).

Example:

3. Multiple means of engagement (to spark interest)

Example:

 

2. Assistive Technology

Any item, piece of equipment of product system (commercial or customized) that is used to increase, maintain, or improve functional capabilities.

You can read more about "Assistive Technology" on pp. 98-99.

Types of Assistive Technology

1. High Tech

Examples:

1)

2)

2. Lo Tech

1)

2)
IDEA '97 requires teams to consider assistive technology for each students as the IEP is developed.

3. Accommodations & Modifications

Used for students where "Universal Design" and "Assistive Technology" do not provide enough support for the individual to be successful in the general education classroom.

You can read more about "Accommodations & Modifications" on pp. 100-102.

 

Methods

1. Curriculum adaptation: (you can read more about "curriculum adaptation on p. 101)

  • Modifications in the instructional materials.

    Example: Rather than having students determine time from clocks on a worksheet, use real clocks.

  • Modifications in the delivery of instruction.

    Example: The student has notes to follow along with the lecture rather than taking notes during the lecture.

  • Modifications in student engagement.

    Example: Rather than taking notes during a lecture, the student receives a copy of the teachers notes and then checks off the points made by the teacher as the lecture is given.

  • Modifications in assessing learning.

    Example: Instead of writing a paper to complete an assignment, the student makes a poster.

E-mail me your example of each of the preceding types of adaptations. Title the assignment "Curriculum Adaptations by your name". spedseve@mnstate.edu

2. Curriculum augmentation: (you can read more about "curriculum augmentation on pp. 101-102)

  • Self Determination
    • Students learn goal setting, problem solving, self-monitoring, self-management

3. Curriculum Alteration: (you can read more about "curriculum alteration" on p. 102)

  • Used when all other attempts (strategies) are not successful.
  • Primary reason to alter-functionality for individual student.

Case Study-Paige

Read the scenario about Paige on pp. 102-103.

Review the two daily schedules for Paige (segregated, p. 103; inclusive, p. 104).

Review the IEP goals, Access Skills, and Activities for Paige on pages 104-107. Note: The Access Skills are the general education standards (in this case they are from the Virginia Dept of Education).

E-Mail Me the following assignment: spedseve@mnstate.edu

Entitle this assignment "Paige's Standard-Matched Objective by your name". Choose one of the content areas 9e.g., math, reading, social studies, science). After reviewing he standard (Access Skill), write another objective for Paige (appropriate to her level) that addresses the standard.

Case Study-James

Read the scenario for James on page 107.

Review the two schedules for james on page 107 (segregated) and page 108 (inclusionary).

Review the IEP Goals, Access Skills (Standards), and Activities on pages 108-109.

E-Mail Me the following assignment: spedseve@mnstate.edu

Title this assignment "Math Objective for James by your name). Consider the content area of Math. On page 108 there is an Access Skill (standard) of "comparing whole numbers, fractions, and decimals, using concrete materials, drawings or pictures, and mathematical symbols". the authors of the book have provided an IEP Goal (really an objective) that addresses a need that James has, and which relates to the general education standard. Write another objective (relevant to James) that reflects this standard.