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Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Chapter 2
Ensuring Progress in the General Curriculum Through Universal
Design for Learning and Inclusion
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
At the end of this chapter you should be able to:
• Describe how students with disabilities interact within systems of accountability
• Illustrate uses of universally designed learning • Differentiate among various placement opportunities • Recall key characteristics of inclusion• Explain the importance of progressing through the
general curriculum for students with disabilities
Chapter 2 Objectives
2-1
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Who Are Heather and Star Morgan?• Heather and Star are sisters; Heather is in the 3rd grade; Star is
in the 1st grade.• Both Heather and Star are adopted; both girls have mental
retardation to differing degrees.• Heather loves to read. In class, she reads in groups with her age-
appropriate peers.• Star is shy, yet shows a bright personality. She cannot speak
verbally, but uses sign language. The other first grade students can sign along.
• The school faculty is currently deciding if Heather will take the statewide assessment, and they will have to do this again when Star reaches third grade.
Case Study
2-2
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
What does progressing in the general curriculum mean?
Assessing student progress:• Toward specified outcomes based on
standards in the general education curriculum
Progress in the General Education Curriculum
2-3
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
For many years: • States and local education agencies did not have a
clear curriculum for all students• Teachers thought that students with disabilities
should neither participate in nor be expected to master the general curriculum
2-4
Standards-Based Reform
Progress in the General Education Curriculum
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Standards-Based Reform
• IDEA requires that students with disabilities participate AND show progress in the general curriculum
• The No Child Left Behind Act (NCLB) overcomes low expectations by:– Requiring states to establish content and
performance standards for ALL students
2-5
Progress in the General Education Curriculum
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Academic Content Standards – Define the knowledge, skills, and understanding that ALL students should attain in academic subjects
• Student Achievement Standards–Define the level of achievement that students should meet in order to demonstrate proficiency in a subject
–States may establish alternative achievement standards • For students with significant cognitive disabilities• Must still align with academic content standards
2-6
Standards-Based Reform
Progress in the General Education Curriculum
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Connecting the Curriculum to the Standards
• Establishes content and achievement standards• Develops and implements a general curriculum
based on content standards• Assesses student progress in meeting the general
curriculum’s performance standards
2-7
How does the general education curriculum benefit students with disabilities?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• IEP teams must consider any accommodations needed in the assessment process
• Accommodations that do not affect the content of the assessment include:– Changes in presenting information– Changes in responding– Changes in timing– Changes in setting
2-8
Making Accommodations in Assessments
How does the general education curriculum benefit students with disabilities?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Alternative Assessments– Determined by the IEP team– For students who cannot perform on grade-level– Aligned with the state subject area standards– Serve the same purposes as the standard
assessments:• Accountability• Decision-making
2-9
Making Accommodations in Assessments
How does the general education curriculum benefit students with disabilities?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Students from diverse racial and ethnic backgrounds may be disadvantaged when it comes to assessments
• The research gives evidence that students from European or Asian backgrounds scored higher than African American and Latino students.
2-10
Making Accommodations in Assessments
How does the general education curriculum benefit students with disabilities?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Comparable standards will result in higher expectations and higher levels of student achievement
• By being part of the standards process, students with disabilities will also be part of the education reform movement
2-11
In Favor of Standards-Based Reform
Why is progress in the general education curriculum valued?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Holding students to the same standards can conflict with IEP goals
• Students will become frustrated, discouraged, and drop out of school
Against Standards-Based Reform
2-12
Why is progress in the general education curriculum valued?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
How Do Supplementary Aids and Services Support Progress?
• Aids, services, and other supports are provided in general education classes or other education related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.
• Considered to be non-instructional modifications and supports
How to Support Progress?
2-13
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Supplementary Aids and Services (Figure 2–1)
2-14
How to Support Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
What is Universal Design for Learning and How Does UDL Facilitate Progress?
• Universal design seeks to make learning accessible to all students
• Promotes flexibility in:– Representing content (curriculum materials)– Presenting content (instruction)– Demonstrating content mastery (evaluation)
• NIMAS standards• Go to CAST for more information.
2-15
How to Support Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Increasing trend of including students with disabilities
• Students with milder disabilities are more likely to be included
• Elementary students are more likely to be included than high school students
How Does Inclusion Support Progress?
2-16
Placement Trends (U.S. Department of Education Yearly Report)
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Six Placement Categories (Figure 2–4)
• Special education outside the regular classroom for less than 21% of the day
• Special education outside the regular classroom for more than 60% of the day
• Public separate facility• Private separate facility• Public residential facility• Private residential facility
2-17
How Does Inclusion Support Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Special Education Environments: 2003-2004, Ages 6-21 (Figure 2–5)
2-18
How Does Inclusion Support Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Residential/Home/Hospital settings• Special-school placements• Specialized-settings placements within typical
schools
2-19
What Issues Are Related to Different Placements?
How Does Inclusion Support Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Home-school placement• Principle of natural proportions• Restructuring teaching and learning• Age- and grade-appropriate placements
– Which includes:• Eliminating the continuum of placements• Increasing the amount of time students spend in
general education classrooms
What Is Inclusion?
2-20
Four Characteristics of Inclusion
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Educators’ Perspectives• Parents’ Perspectives• Students’ Perspectives
2-21
Research on Perspectives Toward Inclusion (Figure 2–7)
What Is Inclusion?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
• Positive outcomes• Concerns• Issues with research
What Student Outcomes Are Associated with Inclusion?
2-22
Student Outcomes
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Facilitating Progress• The general education classroom is where the general
curriculum is most likely to be taught • Students can receive individualized education in the general
education classroom when UDL and the four characteristics of inclusion are met
• IDEA and NCLB have changed the focus on access to the general curriculum from “Where” to:– “What,” a focus on what the student is taught
(curriculum mastery) AND
– “How,” a focus on methods and pedagogy
2-23
How Does Inclusion Facilitate Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Individualized Education Program
• Assure individualization• The student’s right to participate• The student’s right to make progress in the
general curriculum • The student’s unique learning needs
How Does a Student’s IEP Assure Progress?
2-24
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
Four “Must-Have” Components for IEPs
• Supplementary aids and services • Special education services and specially
designed services • Other educational needs that must be met in
order to make progress in the general education classroom
• Related services
2-25
How Does a Student’s IEP Assure Progress?
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
IEP Decision Making Progress (Figure 2–8)
How Does A Student’s IEP Assure Progress?
2-26
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc.
What Should Educators Do to Support Progress?
• Create learning communities• Design units and lessons
– Cognitive taxonomies• Implement school-wide instructional
strategies
2-27
Supporting Progress
Ann Turnbull, Rud Turnbull and Michael Wehmeyer. Exceptional Lives: Special Education in Today's Schools, 5e. Copyright © 2007 by Pearson Education, Inc. 2-28
Case Study
• Heather can live on her own as an adult and be economically self-sufficient.
• She will have friends, the same opportunities as those friends to participate in community life, and have equal opportunities.
• Star will also live and work in the community, but with more supports.
• She may live in a group home with other adults.• She will also have friends in the community.• Continued access to the general curriculum will allow them to
live out these goals.
Looking to Star’s and Heather’s Future