Accessing the General Curriculum: Including Students With Disabilities in Standards-Based Reform / Edition 1

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Overview

The authors bring practical information and insight to this difficult subject, making it easier to design instruction that enables all students to access and make progress in the general curriculum.

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Editorial Reviews

Thomas Hehir
"Simply put, students with disabilities should be learning the same challenging curriculum as other students. Though this is a simple concept, the diverse needs of the students with disabilities make implementation of this requirement complex. Nolet and Mc Laughlin have provided the field with a valuable resource for meeting this challenge."
Curriculum Connections
"Offers suggestions on how educators can provide all learners with the opportunity to meet standards through accommodating, modifying, and/or implementing alternative achievement goals. "
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Product Details

  • ISBN-13: 9780761976707
  • Publisher: SAGE Publications
  • Publication date: 9/21/2000
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 152
  • Product dimensions: 8.54 (w) x 10.98 (h) x 0.38 (d)

Meet the Author

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.

Margaret Mc Laughlin has been involved in special education all of her professional career, beginning as a teacher of students with serious emotional and behavior disorders. Currently she is the associate director of the Institute for the Study of Exceptional Children, a research institute within the College of Education at the University of Maryland. She directs several national projects investigating educational reform and students with disabilities, including the national Educational Policy Reform Research Institute (EPRRI), a consortium involving the University Maryland; The National Center on Educational Outcomes (NCEO); and the Urban Special Education Collaborative. She also directs a national research project investigating special education in charter schools and leads a policy leadership doctoral and postdoctoral program in conducting large-scale research in special education.

Mc Laughlin has worked in Bosnia, Nicaragua, and Guatemala in developing programs for students with developmental disabilities. She has consulted with numerous state departments of education and local education agencies on issues related to students with disabilities and the impact of standards-driven reform policies. Mc Laughlin co-chaired the National Academy of Sciences Committee on Goals 2000 and Students with Disabilities, which resulted in the report Educating One and All. She was a member of the NAS committee on the disproportionate representation of minority students in special education.

Mc Laughlin teaches graduate courses in disability policy and has written extensively in the area of school reform and students with disabilities. She earned her Ph D at the University of Virginia and has held positions at the U.S. Office of Education and the University of Washington.

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Table of Contents

Acknowledgments
Foreword
Introduction
1. Accessing the General Curriculum
2. Understanding What Curriculum Is
3. The Learning-Teaching Connection
4. Evaluating the Outcomes of Access
5. Access to Curriculum and the Individual Education Program
6. Creating the Conditions for Access
Appendix: Resources for Facilitating Access
References
Index

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