Week Eight:Accessing the General Education Curriculum/Universal DesignApril 3, 2007A-117: Implementing Inclusive EducationHarvard Graduate School of EducationDr. Thomas Hehir

A117 Hermeneutic SCHOOL

CLASSROOM

CHILD

Why has access to curriculum become a central concept

in special education?

What does it mean? The Intended Curriculum

The Taught Curriculum

The Learned Curriculum

Central Considerations The purpose of the curriculum is to bring about

desired outcomes

Time and sequencing are critical

Identifying most important enduring knowledge and skills is central to thoughtful planning

Overemphasis on “readiness” is a common problem

From Nolet & McLauglin – 1st Edition

From Nolet & McLauglin – 1st Edition

Activity Using figure 3.1 in Nolet and McLaughlin, consider the relevance of this

model and the concept of access to the curriculum for the following children for in-class discussion:

A third grader with significant emotional disturbance with grade level skills.

A tenth grader who is blind, a Braille reader with grade level skills. A sixth grader with dyslexia who reads independently at the third grade

level An eleventh grade student with mild mental retardation and forth grade

level skills An eighth grader who is deaf, fluent in ASL, reading English with

comprehension at the fourth grade level.

From Nolet & McLauglin – Chapter 3

Organize the information you want your students to learn before you teach it.

Provide direct assistance to help students activate prior knowledge already stored in long-term memory.

Help students make links between old and new information.

Incorporate elaboration tactics into your instruction.

From Nolet & McLauglin – Chapter 3Classroom Strategies to Improve Transfer

Provide opportunities for students to practice skills and apply knowledge in a variety of contexts.

Systematically vary types of examples from near to far transfer.

Model strategies that show how previously learned information can be used in a new situation.

Provide cues in situations where students are required to transfer previously learned information.

Accommodations & Modifications“A dyslexic needs extra time the same way a diabetic needs insulin” (Shaywitz 2003)

Accommodations: Alternative acquisition modes Alternative response modes Content enhancements

Modifications:

Evaluating Outcomes of Access Norm Referenced

Criterion Referenced

Individual Referenced

Universal Design Multiple means of representation

Multiple means of expression

Flexible means of engagement

Towards Ending Ableism in EducationThe Promise of Universal Design

Universal Design and reading Universally designed preschool and kindergarten

options Universally designed early reading programs and

disability identification Universal Design and learning Universally designed support for positive behavior Universal Design and school organization

Students with Disabilities and Standards-Based Reform

Start early

Curriculum modification should be a last resort

Accommodations on tests should mirror instructional accommodations

Time devoted to learning may need to be lengthened

Restructure high school options through effective transition planning