Featuring updated strategies for fitting special education into frameworks created by standards and assessments, this indispensable resource shows teachers how to achieve expected results with all students.
Featuring updated strategies for fitting special education into frameworks created by standards and assessments, this indispensable resource shows teachers how to achieve expected results with all students.
Victor W. Nolet is Director of Assessment and Evaluation for the Woodring College of Education at Western Washington University. He received his Ph.D. from the University of Oregon. His current interests include the impact of teacher education programs on P-12 student outcomes and the impact of accountability systems on students with disabilities. Address: Victor Nolet, Woodring College of Education, 251F Miller Hall, Western Washington University, Bellingham, WA. 98225.
Inhaltsangabe
Introduction Acknowledgments 1. Access to the General Curriculum: Why it is More Important Than Ever Before The IDEA and Access to the General Curriculum The No Child Left Behind Act The Link Between "Standards" and "Curriculum" A New Way to Think About Special Education 2. The Nature of Curriculum Multiple Types of Curriculum The Core Elements of Curriculum What is the Purpose of Curriculum? Curriculum Involves a Domain Curriculum and Time Finding the General Curriculum Chapter Summary 3. The Learning-Teaching Connection Learning Research and Implications for Teaching Help Students Develop Meaningful Patterns of Information Creating Experts Teach to Improve Your Student s Memory Help Students Attend to What You Want Them to Learn Make Effective Use of Practice Make Effective Use of Scaffolding Help Students Manage Their Own Learning Teach for Transfer and Generalization The Learning-Teaching Connection 4. Assessment That Supports Access to the General Curriculum Assessment and Decision-Making What Will Typical Students Be Expected to Do During the Timeframe Addressed by the IEP What is the Student s Present Level of Performance in the General Curriculum? In What Ways is the Student s Disability Impacting Performance? Is the Student Making Progress in the General Education Curriculum? 5. Access to Curriculum and the Individual Education Program Curriculum Access on a Continuum Universal Design for Learning Multiple Means of Representation Accommodations Modifications Accommodations and Modifications and Assessment Special Education and Related Services 6. A Decision-Making Process for Creating IEPs That Lead to Curriculum Access Step 1: Instructional Assessment Step 2: Choosing the Standards and Identifying Supports Step 3: Creating IEP Goals, Objectives, and Benchmarks The Relationship Between Objectives and Benchmarks References Index
Introduction Acknowledgments 1. Access to the General Curriculum: Why it is More Important Than Ever Before The IDEA and Access to the General Curriculum The No Child Left Behind Act The Link Between "Standards" and "Curriculum" A New Way to Think About Special Education 2. The Nature of Curriculum Multiple Types of Curriculum The Core Elements of Curriculum What is the Purpose of Curriculum? Curriculum Involves a Domain Curriculum and Time Finding the General Curriculum Chapter Summary 3. The Learning-Teaching Connection Learning Research and Implications for Teaching Help Students Develop Meaningful Patterns of Information Creating Experts Teach to Improve Your Student s Memory Help Students Attend to What You Want Them to Learn Make Effective Use of Practice Make Effective Use of Scaffolding Help Students Manage Their Own Learning Teach for Transfer and Generalization The Learning-Teaching Connection 4. Assessment That Supports Access to the General Curriculum Assessment and Decision-Making What Will Typical Students Be Expected to Do During the Timeframe Addressed by the IEP What is the Student s Present Level of Performance in the General Curriculum? In What Ways is the Student s Disability Impacting Performance? Is the Student Making Progress in the General Education Curriculum? 5. Access to Curriculum and the Individual Education Program Curriculum Access on a Continuum Universal Design for Learning Multiple Means of Representation Accommodations Modifications Accommodations and Modifications and Assessment Special Education and Related Services 6. A Decision-Making Process for Creating IEPs That Lead to Curriculum Access Step 1: Instructional Assessment Step 2: Choosing the Standards and Identifying Supports Step 3: Creating IEP Goals, Objectives, and Benchmarks The Relationship Between Objectives and Benchmarks References Index
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