Changing Teacher Practice. Changing Student Outcomes. Summer Institutes. 2013. ACCESS FOR ALL NC DPI Exceptional Children Division. Meet the Presenters: EAST WEST Cynthia Debreaux Bill Rynn Barbara Scriven Bobbie Grammer Jennifer Cash.
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Meet the Presenters:
Cynthia Debreaux Bill Rynn
Barbara Scriven Bobbie Grammer
This session is designed to provide General Education and Special Education teachers with methods and strategies that may be used to ensure that students with disabilities and students with varying learning needs have access to the General Education curriculum. This session will present strategies using the principles of Universal Design for Learning and available technology resources that will assist teachers in successfully meeting the needs of all students.
As a special or general educator what do you need in order to help students with special needs meet the more challenging common core state standards?
Majority of General Education classrooms have students with High Incidence Disabilities:
Total NC SWD served in Regular Education – 136,331 (71% of EC pop.)
Total NC Students with disabilities -192,261 (13% of NC pop.)
Total NC Students – 1,483,559
Retrieved from NC DPI Count data as of April, 2013)
71% of students with disabilities spend most of the day in the general education classroom.
Schools should promote a “culture of high expectations for all students”.
All children have varying learning needs.
(Individuals with Disabilities Education Act Amendments of 1997; Individuals with Disabilities Improvement Act of 2004)
IDEA requires that students with disabilities:
Have access to the general curriculum
Participate in state and district wide assessments
to the extent possible, be educated along with their
nondisabled peers using supplemental aids and services
Students with disabilities need access to grade-level curriculum and instruction.
Access can take place in either a special education or a general education classroom.
(Minnesota Department of Education 2010)
Least Restrictive Environment
I. General Education Program Participation
In the space provided, list the general education classes, nonacademic services, and activities (ex: lunch, recess, assemblies, media center, field trips, etc.) in which the student will participate and the supplemental aids, supports, modifications, and/or accommodations required (if applicable) to access the general curriculum and make progress toward meeting annual goals. Discussion and documentation must include any test accommodations required for state and/or district-wide assessment. If supplemental aids/services, modifications/accommodations and/or assistive technology will be provided in special education classes include in the table below.
What methods and materials will I use to teach the lesson?
Universal Design for Learning
View the video: Principles of Universal Design for Learning
An effort to alter the representation or presentation of the curriculum or to modify the student’s engagement with the curriculum to enhance access and progress.
Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.
Presentation—change how an assignment or assessment is given to a student. These include alternate modes of access which may be auditory, multisensory, tactile, or visual.
Response— allow students to complete assignments, assessments, and activities in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer.
Setting—change the location in which an assignment or assessment is given or the conditions of the setting.
Timing/Scheduling—increase the allowable length of time to complete an assignment or assessment, or change the way the time is organized for an assignment or assessment.
(Minnesota Manual of Accommodations 2009, 12)
Brainstorm and share how you could use these devices to meet the needs of students requiring accommodations.
Create a lesson plan using the HOMEBASE application for a student with a disability that include accommodations/modifications. Post your sample in the Participant’s Contribution tab on Access for All Binder in livebinder.com.
How will I know whether the students have achieved the intended outcomes of this unit?
Be aware of the student’s present level of academic achievement and functional performance (PLAAFP).
Identify the appropriate grade level standard(s) statements.
Unpack the standard. Identify what the student needs to know and be able to do in the simplest terms possible.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1)
Break the standard into its component parts:
Analyze the subskills
Determine Accommodations and/or Modifications for student to successfully reach standard
Determine Plan to Monitor Progress
View the case story from the site CAST: Teaching Every Student at the link below:
In triads, evaluate the dilemma and discuss possible options using UDL principles to address Ms. Jones’ situation relative to:
Be prepared to share your options with the group.
How will we respond when a student experiences difficulties in learning?
Complete the session evaluation located at: