1. CHAPTER 2: Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion
Exceptional Lives
8th Edition
Turnbull, Turnbull, Wehmeyer, and Shogren
Developed by Theresa Garfield Dorel
Texas A&M University-San Antonio

2. WHAT IS “PROGRESS IN THE GENERAL EDUCATION CURRICULUM”?
Progress is what federal law promotes and requires
Progress in the general education curriculum is achieved by standards-based reform
Academic content standards - Academic content that students must master
Student achievement standards - the levels of achievement that students must meet to demonstrate proficiency in the subjects
Alternate achievement standards - for students with the most significant cognitive disabilities (1% of the lowest performing students)

3. Connecting the Curriculum to the Standards
States use three approaches to assessment:
Define standards - general statements of what a student should know and be able to do in any given subject area
Define benchmarks - specific statements of what students should know and be able to do in any given subject area
Define indicators - statements of knowledge or skills that a student must demonstrate in order to in order to meet a benchmark

4. Making Accommodations in Assessments
IEP teams must consider any accommodations needed in the assessment process
Most frequent test accommodations
Dictated responses
Extended time
Large print
Read-aloud
Interpretation of instructions
Computer-based assessment

5. Alternative Assessments
Alternate assessments based on grade-level achievement standards (AA-GLAS) - modified versions of the general grade level assessments
Alternate assessments based on alternate academic achievement standards (AA-AAS) - for students with the most significant cognitive disabilities, multiple accommodations and link to alternative achievement standards
Alternate assessments based on modified achievement standards (AA-MAS) - provides accommodation and modifications on grade level tests for students with disabilities

6. Why is progress in the general education curriculum valued?
Those in favor of accountability and standards based reform believe:
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

7. Supplementary Aids and Services

8. Universal Design for Learning
Ensures that students with disabilities can access the general education curriculum via curriculum modifications achieved through technology and instruction
Multiple means of:
Representation
Action and Expression
Engagement

9. 4 Principles of Inclusion
Home School Placement
Principle of Natural Proportions
Restructuring Teaching and Learning
Age- and Grade-Appropriate Placements

10. At the Heart of the Inclusion Debate
Eliminate the Continuum of Placements
Increase the Amount of Time in General Education Classrooms

11. Current Placement Trends

12. Student Outcomes Associated with Inclusion
Students with disabilities gain social and communication benefits
Students with disabilities can and do benefit academically
Students with disabilities receiving their education in the general education classroom are significantly more likely to have access to the general education curriculum

13. Multi-Tiered Systems of Supports
Response to Intervention (RtI)
Positive Behavior Supports (PBS)
In both models, students receive “tiered” supports
Tier 1- Universal supports- all students
Tier 2- More intense supports
Tier 3- Most intense supports

14. What Should Educators Do to Support Progress?
Create Learning Communities
Design Units and Lessons
Bloom’s Taxonomy (Revised Version)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating