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

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

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.

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.

Unpacking the Standards for Intervention

2012 ◽  
Vol 13 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Lissa Power-deFur ◽  
Perry Flynn
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Common Core ◽  
Language Impairments ◽  
General Curriculum ◽  
Education Professionals ◽  
Speech Language Pathologist ◽  
Special Education Professionals ◽  
The Common

Abstract The role of the speech-language pathologist to enable the academic success of students with speech-language impairments using the standards and general curriculum is well established (Haskell, 2004; Power-deFur, 2010; Wallach, 2008). The Common Core Standards Initiative (2011a) emphasizes that “students with disabilities…must be challenged to excel within the general curriculum” (p. 1). The key for the success of students with disabilities is how special education professionals use the standards to enable the success of students with disabilities. The purpose of this article is to provide an approach for using the standards to identify appropriate targets and design intervention.

Instruction in Co-Teaching in the Age of Endrew F

2019 ◽  
Vol 45 (1) ◽  
pp. 39-65 ◽  
Author(s):  
Margaret P. Weiss ◽  
Holly Glaser
Keyword(s):  
School District ◽  
Students With Disabilities ◽  
Conceptual Model ◽  
Student Behavior ◽  
Preliminary Investigation ◽  
Supreme Court Decision ◽  
Focused Attention ◽  
Service Delivery Model ◽  
General Curriculum

The recent Supreme Court decision in Endrew F. v. Douglas County School District focused attention on outcomes for students with disabilities. It is not just about participating; it is about the instruction and outcomes from those services. Co-teaching is a prevalent service delivery model for students with disabilities who access the general curriculum. Much has been written about co-teaching but not necessarily about the instruction that takes place in a co-taught classroom. In this case study, we present a preliminary investigation of a conceptual model for instruction in co-teaching. We report teacher and student behavior change as well as contextual variables that had an impact on implementation.

Assessment of Progress in the General Curriculum for Students With Disabilities

2021 ◽  
pp. 249-259
Author(s):  
Diane M. Browder ◽  
Shawnee Y. Wakeman ◽  
Claudia Flowers
Keyword(s):  
Students With Disabilities ◽  
General Curriculum

Introduction to the Special Issue: Successful Inclusion for Students With Disabilities Who Are Learning English

2018 ◽  
Vol 54 (1) ◽  
pp. 3-5
Author(s):  
Tracy G. Spies ◽  
Gregory A. Cheatham
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Practices ◽  
Special Issue ◽  
General Curriculum ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment ◽  
Education Of Students ◽  
Learning English

Students who are learning English is one of the fastest growing groups of students in U.S. public schools. Evidence suggests that students learning English are often placed in segregated special education classrooms seemingly contradicting the Individuals With Disabilities Education Act mandate for the education of students with disabilities to occur within the least restrictive environment including modifications and adaptations to the general curriculum. Successful inclusive practices for students with disabilities who are learning English highlight and build on the cultural, academic, and linguistic strengths students bring to the classroom. This special issue features a variety of articles focused on collaborative, inclusive practices that build on the cultural, academic, and linguistic strengths of students with disabilities who are learning English. The issue focuses on two themes: (a) instruction and support and (b) collaboration and partnerships.

scholarly journals Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators

2008 ◽  
Vol 75 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen L. Lane ◽  
Melinda R. Pierson ◽  
Kristin K. Stang
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Special Educators ◽  
Self Determination ◽  
Future Research ◽  
General Curriculum ◽  
Policy And Practice ◽  
Transition Age Youth ◽  
Transition Age ◽  
Recent Developments

Recent developments in policy and practice have emphasized the importance of promoting self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.

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