CH2+Notes

** Ensuring Progress in the General Curriculum Through Universal Design for Learning and Inclusion ** After studying this chapter, you should be able to: ·  Describe progress in the general curriculum. ·  Describe universal design for learning and how it can benefit students. ·  Answer the question What is Inclusion? ·  Clearly articulate what an IEP is and how it supports student progress ·  Identify ways that general and special educators can help students make the progress defined in federal law, IDEA. Slide 2: Chapter 2 Objectives Slide 3: What Does Progress in General Education Mean? Slide 4: Standards-based reform Slide 5: Connecting the curriculum to the standards Slide 6: Making Accommodations in Assessments Slide 7: Alternative Assessments Slide 8: Why is progress in the general education curriculum valued? Slide 9: Why is progress in the general education curriculum valued? Slide 10: How Do Supplementary Aids and Services Support Progress? Slide 11: Supplementary Aids and Services Slide 12: How Do Supplementary Aids and Services and Universal Design for Learning Support Progress? Slide 13: Six Placement Categories Slide 14: Special Education Environments Slide 15: Four Characteristics of Inclusion Slide 16: Four Consecutive Phases of inclusion Slide 17: Student Outcomes Associated with Inclusion Slide 18: Facilitating Progress Slide 19: Required Components of Every Individualized Education Program Slide 20: Five Special Factors to Consider When Developing an IEP Slide 21: Addressing Progress Through the IEP **VI: What Should Educators Do to Support Progress?** Slide 22: What Should Educators Do to Support Progress? **__ WHAT IS PROGRESS IN THE GENERAL EDUCATION CURRICULUM? __** =__ HOW DO SUPPPLEMENTARY AIDS AND SERVICES AND UDL PROGESS/ __= 1. Have students read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program. 2. Universal Design for Learning. Ask the student, “How many ways can you present material to your students?” (There is always lecture, but it could be taught through interpretive dance.) “How many ways can your students respond?” (Besides tests or papers they could create a song or a drawing or storyboard a commercial.) Have students get in pairs or small groups. Challenge the groups to come up with the longest list. 3. Using the Bloom’s taxonomy information sheet, complete a Venn diagram showing the similarities and differences between Bloom’s original taxonomy and the revised taxonomy. Handouts provided.
 * Chapter 2 **
 * Chapter Objectives **
 * Chapter Overview/Presentation Outline **
 * I: Introduction **
 * II: What is Progress in the General Education Curriculum? **
 * III. How Do Supplementary Aids and Services and Universal Design for Learning Support Progress? **
 * IV: How Does Inclusion Support Progress? **
 * V. How Does a Student’s IEP Support Progress? **
 * IDEA requires each student’s IEP to state how the student will be involved and progress in the general education curriculum, how the student’s progress will babe assessed, and how state and district wide assessments will be modified for the student.
 * NCLB requires states to establish challenging academic content and student achievement standards that apply to all students, including those with disabilities.
 * The general education curriculum refers to the same curriculum taught to nondisabled students, and IDEA requires that students with disabilities be involved in the general education curriculum to the maximum extent appropriate for the particular student.
 * Supplementary aids and services are noninstructional aids, services, and to her supports that are provided in general education classes or other education elated settings to enable children with disabilities to be educated alongside nondisabled children to the maximum extent appropriate.
 * Supplementary aides and services include modifications to ensure physical and cognitive access to the environment, classroom ecological variables such as seating arrangements or classroom acoustics, educational or assistive technology assessment or task modification and support from other persons.
 * Universal design for learning refers to the design of instructional materials and activities to make the content information accessible to all children.
 * Class Activities **