Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform

2005 ◽  
Author(s):  
Victor Nolet ◽  
Margaret McLaughlin
Keyword(s):  
Students With Disabilities ◽  
General Curriculum ◽  
Standards Based Reform

Opportunities and Options for Facilitating and Evaluating Access to the General Curriculum for Students With Disabilities

2009 ◽  
Vol 84 (4) ◽  
pp. 511-528 ◽  
Author(s):  
Andrew T. Roach ◽  
E. Namisi Chilungu ◽  
Tamika P. LaSalle ◽  
Devadrita Talapatra ◽  
Matthew J. Vignieri ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
General Curriculum

scholarly journals “Boots on the ground”: The authority-power dynamic of regional service centers in standards-based reform

2021 ◽  
Vol 29 ◽  
pp. 31
Author(s):  
Katie Pak ◽  
Jillian McLaughlin ◽  
Erica Saldivar Garcia ◽  
Laura M. Desimone
Keyword(s):  
Students With Disabilities ◽  
English Learners ◽  
Content Standards ◽  
Governmental Agencies ◽  
Standards Based Reform ◽  
Regional Service ◽  
Current Context ◽  
Reform Processes ◽  
Using Data ◽  
State Content

The current context of standards-based reform has positioned regional service centers (RSCs), intermediary governmental agencies that support state policy implementation in local districts, as a critical source of professional development (PD). In this article, we ask how a governing body that districts often interact with during challenging reform processes manages maintain strong relationships with district and school staff, and thus maintain their image as trustworthy experts on standards implementation. We explore these questions using data from 108 interviews of state, district, and regional administrators in education agencies in Ohio, Texas, and California over a three-year period. We illustrate that by providing districts with (a) differentiated support specific to their unique needs, (b) materials and tools consistent with state content standards, and (c) expertise in supporting students with disabilities and English learners in standards-based environments, RSC staff become, in the words of one state leader, the state’s trusted “boots on the ground.”

Assessment of Progress in the General Curriculum for Students With Disabilities

2006 ◽  
Vol 45 (3) ◽  
pp. 249-259 ◽  
Author(s):  
Diane M. Browder ◽  
Shawnee Wakeman ◽  
Claudia P. Flowers
Keyword(s):  
Students With Disabilities ◽  
General Curriculum

From Common Core State Standards to Standards-Based IEPs: A Brief Tutorial

2012 ◽  
Vol 13 (1) ◽  
pp. 17-24 ◽  
Author(s):  
Judy Rudebusch
Keyword(s):  
Students With Disabilities ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
General Curriculum ◽  
Team Members ◽  
Idea 2004 ◽  
Iep Development ◽  
The Individual

Abstract Clinicians can use the Common Core State Standards (2010) along with requirements in the Individuals with Disabilities Education Improvement Act (IDEA, 2004) to create conditions that support standards-based goals and objectives in a student's individualized education program (IEP). The IEP is the blueprint for speech-language pathology services provided to and on behalf of students with disabilities that allow them to participate in and make progress in the general curriculum (American Speech-Language-Hearing Association [ASHA], 2007). The IEP is written to meet the unique needs of the individual child and to delineate the specially designed instruction the child needs to make progress in meeting grade level or course standards. School-based speech-language pathologists are important IEP team members as educators move into a system that uses IEP development as a problem-solving tool rather than a listing of skills that will be taught to the student with disabilities.

Promoting Access through Segregation: The Emergence of the “Prioritized Curriculum” Class

2016 ◽  
Vol 118 (14) ◽  
pp. 1-22 ◽  
Author(s):  
Jessica Bacon ◽  
Carrie E. Rood ◽  
Beth A. Ferri
Keyword(s):  
General Education ◽  
Educational Policy ◽  
Students With Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Local Schools ◽  
Legal Mandates ◽  
Standards Based Reform

The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today's educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This article critically examines one particular resultant phenomenon of the SBR movement—the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.

scholarly journals Classroom Variables and Access to the General Curriculum for Students with Disabilities

2007 ◽  
Vol 74 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Jane H. Soukup ◽  
Michael L. Wehmeyer ◽  
Susan M. Bashinski ◽  
James A. Bovaird
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Observation System ◽  
Intellectual And Developmental Disabilities ◽  
Group Instruction ◽  
Education Curriculum ◽  
General Curriculum ◽  
General Education Curriculum ◽  
Computer Based ◽  
Social Studies Instruction

This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.

Social Subject Adaptation and Case of Access to the General Curriculum for Students with Disabilities in Inclusive Class

2010 ◽  
Vol 48 (null) ◽  
pp. 169-194
Author(s):  
최세민 ◽  
유장순 ◽  
Heegyu KIm ◽  
Kyung-sook Kang
Keyword(s):  
Students With Disabilities ◽  
General Curriculum
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