Summary
Contents
Subject index
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.
A Decision-Making Process for Creating IEPs That Lead to Curriculum Access
A Decision-Making Process for Creating IEPs That Lead to Curriculum Access
By now, you should be acquainted with how to find the general education curriculum and how to assess a student's performance within that curriculum. You should also be able to distinguish between a curriculum accommodation and a curriculum modification, as well as an alternate assessment and alternate achievement standards, and how to design instruction that matches the type of content you must teach. Now we need to discuss how to consolidate all of these pieces to create an individualized education program (IEP) for a specific student with a disability.
In Chapter 1, we described the required components of an IEP that directly relate to accessing ...
- Loading...