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.

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.

Using Web-based Information to Facilitate Inclusion Practices in Rural Communities

2001 ◽  
Vol 20 (4) ◽  
pp. 3-10 ◽  
Author(s):  
Robin H. Lock
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
General Education ◽  
Special Needs ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Individuals With Disabilities Act ◽  
General Education Classroom ◽  
Positive Method

The reauthorization of the Individuals with Disabilities Act in 1997 places greater emphasis on the inclusion of students with special needs in the general education classroom. For many rural schools, inclusion has been seen as a positive method for providing special education to students with special needs. However, many general educators including those in rural communities report a lack of preparation as a hindrance to their ability to effectively teach these included students. Difficulties in hiring certified special education teachers and a lack of viable methods increasing knowledge about students with special needs have interfered with many general education teachers' ability to serve these students adequately in the general education classroom. For rural schools districts and their teachers, access to information about students with special needs is not easily obtained. This article examines an electronic method for providing information to facilitate inclusion to rural educators in their home communities.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

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