1. Chapter 2
Ensuring Progress in the General Education Curriculum Through Universal Design for Learning and Inclusion

2. Warm Up
Ice Breaker
Accommodations You Can Do Today

3. What does progressing in general curriculum mean?
Assessing student progress:
Progress is what federal law promotes and requires
Progress in the general education curriculum is achieved by standards-based reform
NCLB requires states to establish challenging academic content and student achievement standards that apply to all students, including students with disabilities
NCLB
PSSA

4. Standards-Based Reform
A process that identifies the academic content that students must master
General education curriculum
Academic content standards
Student achievement standards
Alternative achievement standards

5. Connecting the Curriculum to the Standards
States use three approaches to assessment:
Define standards
Define benchmarks
Define indicators

6. Making Accommodations in Assessments
IEP teams must consider any accommodations needed in the assessment process
Accommodations DO NOT change the content of assessment (extended time, different setting, etc)
What are some examples of accommodations for assessments?

7. Alternative Assessments
For students who cannot learn the same content as same-age peers and who cannot take the state assessment even with accommodations
Aligned with the state content standards
Serve the same purposes as the standard assessments:
Accountability
Decision-making
Why is progress in the general education curriculum valued?
Opponents of identical standards for all students approach:
Holding students to the same standards can conflict with IEP goals
Students may become frustrated, discouraged, and drop out of school
Those in favor of accountability and standards-based reform:
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

8. Supplementary Aids and Services

9. 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:
Multiple means of representation (how materials represent content)
Multiple means of action (How materials provide alternative ways for students to demonstrate knowledge)
Multiple mean of engagement (How materials take advantage of student interests and motivations to engage them in learning)
Not one size fits all
Design from beginning; not add on later
Increase access opportunities for everyone
Ramps
Curb cuts
Electric doors
Captions on television
Easy-grip tools

10. A Vision of K-12 Students Today

11. UDL at a Glance Improving access, participation & achievement
Eliminating or reducing physical & academic barriers
Valuing diversity through proactive design

12. Resources http://udltechtoolkit.wikispaces.com/ www.watchknow.org
Bookshare –
UDL Editions -

13. Special Education Environments: 2006-2007, Ages 6-21

14. Four Characteristics of Inclusion
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
Educator, parent, and student perspectives on inclusion

15. Student Outcomes Associated with Inclusion
Students with disabilities gain social and communication benefits from their involvement in inclusive settings
Students without disabilities educated in the inclusive classroom made significantly greater academic progress in mathematics and reading than did students without disabilities who did not have students wit disabilities in their classroom.

16. Special Education is a service, not a place
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

17. Required Components of Every Individualized Education Program
The students present level of performance
Measurable annual goals
How will progress be measured
Special education services, related and supplementary services
An explanation of the extent to which the student will not participate in the general education setting
Individual, appropriate accommodations used to measure the student’s outcomes on state and district assessments
The projected beginning date for services
When a child turns 14, a transition plan

18. IEP Hunt
With a partner
Go over the IEP and answer the following questions
Take a look at the MAGs sheet-
Do these goals meet the requirements?