Using Standards-Based Instruction To Teach Language to Children Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 92-98 ◽  
Author(s):  
Solana Henneberry ◽  
Jennifer Kelso ◽  
Gloria Soto
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Common Core ◽  
State Standards ◽  
Content Standards ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Core Content ◽  
Language Needs ◽  
Based Instruction

Abstract Federal legislation has increasingly mandated that students with disabilities have access to the general education curriculum. The general education curriculum should be the primary content and context of the education and therapeutic intervention for students who use AAC. Special educators, including speech and language pathologists, need to encapsulate the essence of Common Core Content Standards and the general education curriculum to address the content and language needs of AAC users. The interconnection of curriculum content and language demands for the AAC user can be accomplished using readily available research based tools and strategies. We created a five-step process to help SLPs incorporate the general education curriculum into intervention to address language goals of AAC users: 1) assessment; 2) identifying grade level content standards from Common Core or state standards; 3) identifying the “essence” of the standard as it relates to language; 4) generating IEP goals; and 5) teaching language skills across curricular activities. We will provide examples of this process to address a general education standard and the language and curricular content goals for beginning communicators, context-dependent communicators and for students communicating independently. Collaboration between the SLP and educators by means of these steps supports student success across all curricular areas.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2020 ◽  
pp. 179-196
Author(s):  
Penelope Debs Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

Setting a Framework of Inclusive Support for Students With Disabilities

2022 ◽  
pp. 327-339
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Education Curriculum ◽  
Federal Law ◽  
General Education Curriculum ◽  
Key Stakeholders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Social Opportunities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

Opportunity to Learn What Is on the Test and Performance on the Test

2018 ◽  
Vol 53 (2) ◽  
pp. 76-84
Author(s):  
Stephen N. Elliott ◽  
Alexander Kurz ◽  
Nedim Yel
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Opportunity To Learn ◽  
General Education Teachers ◽  
Content Standards ◽  
State Accountability ◽  
Mathematics Test ◽  
And Performance ◽  
Based Instruction ◽  
Students With A Disability

State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities ( n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article.

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.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2016 ◽  
pp. 107-123
Author(s):  
Penelope D. Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities

2010 ◽  
Vol 76 (2) ◽  
pp. 213-233 ◽  
Author(s):  
Suk-Hyang Lee ◽  
Michael L. Wehmeyer ◽  
Jane H. Soukup ◽  
Susan B. Palmer
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum

Setting a Framework of Inclusive Support for Students With Disabilities

2019 ◽  
pp. 1-18
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Education Curriculum ◽  
Federal Law ◽  
General Education Curriculum ◽  
Key Stakeholders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Social Opportunities

The purpose of this chapter is to provide guidance to parents, teachers, and school administrators, as it relates to the various elements and considerations to implementing inclusion programming in schools. The author introduces the implementation of inclusion in terms of a multidimensional framework needed to support the inclusion of students with disabilities (SWD) in general education classroom settings. Inclusive settings allow access to the general education curriculum, ensuring compliance with federal law, and enhanced academic and social opportunities for students with disabilities. A discussion of key stakeholders in inclusion, as well as preparation, implementation, and sustainability of inclusion efforts are also reviewed.

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