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Accessing the General Education Curriculum: Inclusion Considerations for…
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities
I can be impossible to determine whether all or some of students with disabilities participated in state tests. It is common for states to:
Not clearly differentiate scores of students with disabilities
Not differentiate scores of students who take the test with accommodations versus students who take an alternate assessment
Aggregate—or include—the scores from tests taken with “nonapproved” accommodations with standard test scores
Not report scores of tests taken with nonstandard accommodations and not indicate that they are not reporting them
Law requires that children with disabilities are included in assessment programs with accommodations, states and local districts should develop guidelines for alternate assessments, and the performance of students with disabilities on assessments must be reported with their peers.
After interpreting the data, principals should create cross-disciplinary teams of teachers to help develop strategies for improvement.
School improvement plans should use performance data that have been disaggregated—separated by group—to address the specific needs of students with disabilities.
Improvement plans should not include measures that negatively affect instruction for students, such as the narrowing of the curriculum, drill and practice exercises,
or other short-term approaches to improving long-term student learning. For students with disabilities, in particular, a narrowed scope of instruction has resulted in low expectations for learning.
Keep in mind that the principal is the role model for instruction and curriculum and assessment for the school.
The principal’s attitudes and beliefs will affect assessment and instruction for the entire school. Keep a positive attitude,
focus on what students need in order to be successful, and understand that change may take time.
An IEP Must Include:
A statement of the child’s present levels of educational performance, including how the child’s disability affects his or her involvement in the general curriculum.
Measurable annual goals related to meeting the child’s needs.
Descriptions of modifications or supports that the child will need to:
Advance toward attaining the annual goals.
Progress in the general curriculum.
Participate in extracurricular or other nonacademic activities.
Participate in activities with other children with and without disabilities.
Accommodations are services that supports a student to fully access the subject matter. It may include assistance with test directions, scheduling, testing format, etc.
A modification is a change to instruction or curriculum for a student in which the content of instruction or the performance expectations are altered.
Intended curriculum makes of the official curriculum of a state/school district. Contains content that students are expected to learn, likes to assessments, sets graduation requirements.
Taught curriculum includes activities in the classroom such as lessons and activities, teachers instruction behaviors, classroom rules, and materials.
Learned Curriculum is what students actually learn in the classroom. Includes information that may or may not be intended or taught curricula.
State and districts must develop guidelines for the participation of students with disabilities who cannot take part in state and district assessments.
Every student’s performance and progress should be accounted for, and alternate assessments offer a means of assessing the learning of students who cannot participate in the general assessments.
Only students with significant cognitive disabilities should take an alternate assessment, about 1-2% of all students. These students have a different curriculum that is more life-skill oriented.