Access to the General Education Curriculum for Students with Disabilities. ERIC Digest.

Autor/in	Beckman, Pat
Institution	ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.
Titel	Access to the General Education Curriculum for Students with Disabilities. ERIC Digest.
Quelle	(2001), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Access to Education; Accountability; Attitude Change; Curriculum; Disabilities; Educational Change; Educational Principles; Elementary Secondary Education; Inclusive Schools; Regular and Special Education Relationship; Teacher Collaboration; Teaching Methods + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Attitudinal change; Einstellungsänderung; Curricula; Lehrplan; Rahmenplan; Handicap; Behinderung; Bildungsreform; Bildungsprinzip; Inclusive school; Integrative Schule; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This digest discusses strategies for providing students with disabilities with access to the general education curriculum. It begins by presenting educational principles that need to be accepted to ensure successful student access, including: (1) responsibility for learning outcomes of special education students should be equally shared by the classroom teacher and the special education teacher; (2) the classroom teacher should not only be aware of the student's Individualized Education Program goals, but also play a significant role in determining those goals and providing instruction to help the student reach them; (3) the classroom teacher should be concerned with each student's strengths and needs; (4) administrators should understand that teachers need time within their contracts to prepare standards-based activities and materials designed to meet diverse needs; (5) teacher collaboration should be valued; (6) expectations should not be set according to a student's classification; (7) it should be understood that good instruction incorporates variation in delivery, activities, expectations, and assessment; (8) accountability should be considered a challenge, not a threat; and (9) parents should be considered a part of the team. Changes relating to parent involvement, training and professional development, and legislative support are also discussed, along with strategies for helping students to learn the curriculum and to develop independent learning skills. (CR)
Anmerkungen	ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org. For full text: http://www.ericec.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC