Setting a Framework of Inclusive Support for Students With Disabilities

School Administrators ◽

Education Curriculum ◽

Federal Law ◽

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.

Using Principles of High Quality Instruction in the General Education Classroom to Provide Access to the General Education Curriculum

Handbook of Effective Inclusive Schools ◽

10.4324/9780203102930.ch24 ◽

2015 ◽

Cited By ~ 2

Author(s):

Diane M. Browder ◽

Melissa E. Hudson ◽

Leah Wood

Keyword(s):

General Education ◽

Education Curriculum ◽

High Quality ◽

Quality Instruction ◽

General Education Classroom

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

Teachers College Record ◽

10.1177/016146811611801408 ◽

2016 ◽

Vol 118 (14) ◽

pp. 1-22 ◽

Cited By ~ 1

Author(s):

Jessica Bacon ◽

Carrie E. Rood ◽

Beth A. Ferri

Keyword(s):

General Education ◽

Educational Policy ◽

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.

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

Council review ◽

10.1177/001440290707400106 ◽

2007 ◽

Vol 74 (1) ◽

pp. 101-120 ◽

Cited By ~ 84

Author(s):

Jane H. Soukup ◽

Michael L. Wehmeyer ◽

Susan M. Bashinski ◽

James A. Bovaird

Keyword(s):

General Education ◽

Observation System ◽

Intellectual And Developmental Disabilities ◽

Group Instruction ◽

Education Curriculum ◽

General 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.

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

Council review ◽

10.1177/001440291007600205 ◽

2010 ◽

Vol 76 (2) ◽

pp. 213-233 ◽

Cited By ~ 73

Author(s):

Suk-Hyang Lee ◽

Michael L. Wehmeyer ◽

Jane H. Soukup ◽

Susan B. Palmer

Keyword(s):

General Education ◽

Education Curriculum ◽

General Education Curriculum

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

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac21.3.92 ◽

2012 ◽

Vol 21 (3) ◽

pp. 92-98 ◽

Cited By ~ 1

Author(s):

Solana Henneberry ◽

Jennifer Kelso ◽

Gloria Soto

Keyword(s):

General Education ◽

Common Core ◽

State Standards ◽

Content Standards ◽

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.

Innovations in Classroom Technology for Students with Disabilities

Intervention in School and Clinic ◽

10.1177/1053451219837716 ◽

2019 ◽

Vol 55 (2) ◽

pp. 67-70

Author(s):

Joseph R. Boyle ◽

Michael J. Kennedy

Keyword(s):

General Education ◽

Performance Feedback ◽

Autism Spectrum ◽

Emotional Behavior ◽

Education Curriculum ◽

Inclusion Classrooms ◽

High Incidence Disabilities ◽

General Education Classrooms

Students with high-incidence disabilities (e.g., learning disabilities, emotional behavior disorders, and autism spectrum disorders) often receive most of their education in general education classrooms. Once in these classrooms, students with disabilities are expected to learn from the general education curriculum. For students with disabilities participating in general education and inclusion classrooms, technology offers an opportunity for them to be active participants in classroom activities and to make meaningful progress in the general education curriculum. The articles presented in this special issue illustrate how technology can help students with disabilities to become active participants in general education classrooms. The technologies described in the articles were developed as research-to-practice pieces so that practitioners can integrate the technology into their classrooms. This issue focuses on two themes: (a) technology to support student learning in inclusive or general education classrooms and (b) technology to promote student engagement and enhance performance feedback of teachers.