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  • Accessing the General Education Curriculum: Considerations for Students with Disabilities (Archived)
Challenge
Initial Thoughts
Perspectives & Resources

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?

  • 1: A Quick Review
  • 2: Understand the Data
  • 3: A First Glance at the Data
  • 4: Compare Data
  • 5: Understand Challenges When Comparing Data
  • 6: Make Improvements

What questions should Ms. Flores and Mr. Ericson ask the general and special education teachers?

  • 7: What Is Being Taught?
  • 8: Legal Standards
  • 9: Using the Curriculum
  • 10: Legal Requirements
  • 11: Accommodations
  • 12: Modifications
  • 13: Alternate Assessments
  • 14: Summary

Resources

  • 15: References & Additional Resources
  • 16: Credits
Wrap Up
Assessment
Provide Feedback

What questions should Ms. Flores and Mr. Ericson ask the general and special education teachers?

Page 14: Summary

Although the wide variety of changes that can be made to instruction and assessment for students with disabilities can be confusing, it is helpful to think of them as a continuum.

  • Of course, for some students, such as those receiving only speech and language services, no changes may be necessary to the content or the instruction that is provided within the general curriculum.
    • For other students, instructional accommodations are made, but the student is expected to learn the same curriculum content as his or her peers in the classroom.
    • Increasing in intensity, curricular modifications begin to change the expectations regarding content as well as learner achievement and outcomes.
    • Finally, for some students, teachers may need to define a totally individualized set of content goals. These students usually do not participate in general assessments but instead receive alternate assessments.

Although you have just learned that changes to instruction and testing are critical for students with disabilities, it is not uncommon for other students or parents to complain that such changes seem unfair.

Listen now as Virginia Richardson describes how she responds when she hears complaints that accommodations or modifications received by students with disabilities aren’t “fair” (time: 1:01).

Virginia Richardson
PACER Center (Parent Advocacy Coalition for Educational Rights)
Parent Training Manager
Minneapolis, MN

/wp-content/uploads/module_media/agc_media/audio/AGC_audio_p14.mp3

Transcript

Transcript: Virginia Richardson

I think it’s certainly problematic for those children who don’t look like they have a disability. If we have a child in a wheelchair, we really don’t expect that child to get up and walk in the room, okay? Some children come with disabilities — expecting them to sit still for an hour and take a test is as much of an unreal expectation as asking a child in the wheelchair to get up and walk in the room. And I explain to parents that the testing accommodations are not given for unfair advantage. It’s just given to level the playing field, because children are different. And the children in special ed have been tested to determine what their needs are, and people aren’t pretending these are needs. They are real needs.

The following table outlines this continuum of changes that can be made to instruction and assessment for students with disabilities:

No Accommodations or Modifications Accommodations Modifications Alternate Assessment
Individualize all instruction
(IEP Goals/Objs)

down arrow

Instruction in general education

down arrow

Full participation in state and district assessment

List standards & special accommodations

down arrow

Instruction with accommodations in general education

down arrow

Individualized skill instruction
(IEP Goals/ Objs)

down arrow

Participate in state and district assessment with accommodations

Different or modified curricular goals

down arrow

Describe supplemental services and supports

down arrow

Individualized skill instruction

down arrow

Goals and Objectives based on modified content standards and or access skills

down arrow

Document reasons for alternate assessments

down arrow

Participate in state and district assessment or alternate assessments

Design Individualized Instruction

down arrow

Document compelling reasons for exemption from state and district assessments

down arrow

Describe alternate assessment

(Nolet & McLaughlin, 2000)

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