Ensuring Progress in the General Education Curriculum Chapter 2.
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Transcript of Ensuring Progress in the General Education Curriculum Chapter 2.
View Heather and Star Video Who do you think will take the MAP test in 2 years? Should Heather be required to take it in just the same
way as her peers without disabilities? Should Star? If not, what accommodations are reasonable? Should either of them be exempted and have an
alternative assessment?
Progress in the General Education Curriculum IDEA - IEP requirements Standards-based reform NCLB: Academic standards, student
achievement standards, and alternate achievement standards
IEP accommodations Raise standards Problems in standards-based reform
Issues of Diversity 2003: European American and Asian/Pacific
Islander students scored higher on assessments than African American, Latino, and Native American/Alaskan Native students
Average reading scores for fourth and eighth grades students on free lunch are lower
Large gaps between European American, African American and Latino students remain unchanged since 1990
Low-wealth children engage in far less academic work
By Oct. of first grade, a middle/high-SES child reads 12 words per reading session; a low-SES child reads 0 words
By April, the middle/high-SES child reads 81 words; a low-SES child reads 32 words
By the end of first grade, middle/high-SES have seen approximately 19,000 words; low-SES about 10,000
By the end of the sixth grade, a child of poverty would need to go to school an additional year-and-a-half to have the same academic experience
Demographics in Special EducationRace General Special
Population Education
White 66.2% 63.6%
Black 14.8% 20.2%
Hispanic 14.8% 13.2%
Am. Indian 1.0% 1.3%
Asian/Pacific 3.8% 1.7%
Supplementary Aids and Services Universal design for learning Access Classroom ecology Education and assistive technology Assessment and task modifications Teacher, paraprofessional, or peer support
See Figure 2-1
What Universal Design Means In the world of architecture and building,
adaptability is subtle, integrated into the design, and benefits everyone.
A shift from thinking why we should make changes to accommodate a few people in wheelchairs to an appreciation of how much better things can be for all of us
Fundamental shifts in our ideas of teaching and learning Students with disabilities fall along a continuum of
learner differences, just as other students do; Teachers should make adjustments for all students, not
just those with disabilities; Curriculum materials should be as varied and diverse as
the learning styles and needs in the classroom, rather than textbook-centered (currently possible with digital and on-line resources);
Rather than trying to adjust the students to learn from a set curriculum, the curriculum should be flexible to accommodate a range of student differences.
Principles of Universal Design Principle 1: Equitable Use
The design is useful and marketable to people with diverse abilities
Principles of Universal Design Principle 2: Flexibility in Use
The design accommodates a wide range of individual preferences and abilities
Principles of Universal Design Principle Three: Simple and Intuitive Use
Use of the design is easy to understand regardless of the user’s experience, knowledge, language skills, or current concentration level
Principles of Universal Design Principle 4: Perceptible Information
The design communicates necessary information effectively to the user, regardless of ambient conditions or the user's sensory abilities.
round thermostat
Principles of Universal Design Principle Five:
Tolerance for Error The design minimizes
hazards and the adverse consequences of accidental or unintended actions
Principles of Universal Design Principle Six: Low Physical Effort
The design can be used efficiently and comfortably and with a minimum of fatigue.
door handle
Principles of Universal Design Principle Seven: Size and Space for Approach
and Use Appropriate size and space is provided for
approach, reach, manipulation, and use regardless of user's body size, posture, or mobility.
subway gate
Student-Placement Trends 50% of students with disabilities in gen. ed.
80% of the time or more 28% of student in gen. ed. 40%-79% of the
time 19% of students in gen. ed.0-39% of the time 3% of students in residential facilities 0.7% of students in separate facility 0.5% of students in home/hospital
Characteristics of Inclusion Home-school placement Principle of natural proportions Restructuring teaching and learning Age-and grade-appropriate placements Eliminating the continuum of placements Increasing amount of time in general education Perspectives: parents, teachers, and students
See Figure 2-7
Inclusion: Refer to Figure 2-7 What are your thoughts on this topic? Get into your discussion group and discuss
What are the pros and cons for inclusion? If you were a parent of a child with a disability,
what would you want? Which disability category would you see less
likely to be included, and why? Which disability category would you see most
likely to be included, and why?