Ms. Flores and Mr. Ericson are reviewing the large-scale assessment data across all grade levels and want to improve the scores of students with disabilities. What problems do you think they might discover? (Opinion Question: No Resources)
How can Ms. Flores and Mr. Ericson use the school summary data to guide their efforts to help improve the scores of students with disabilities?
What students actually learn as a result of being in the classroom:
Includes additional information that may or may not be part of the intended or taught curricula (such as a negative attitude about math)
Keep in mind, for students with disabilities:
The state makes the intended curriculum more immediate and specific for the student.
Legal goals and objectives should supplement and support the intended curriculum but not replace it.
Keep in mind, for students with disabilities:
Too often, the IEP becomes the taught curriculum. This limits the student’s entire educational program to specific goals and objectives written into the IEP.
Teachers should aim for learning that is broader than the IEP and is connected to larger, more global contexts.
Keep in mind, for students with disabilities:
Assessments often show that students haven’t learned what the teacher intended them to learn. The learned curriculum may include inaccuracies, misconceptions, and incomplete information.
A child’s success depends on the teacher’s ability to match specific instructional strategies with the content. More complex information, which involves higher-order thinking, requires different types of instruction.
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