Curriculum 1
Effective Classroom PracticesSupported by theory and research, each Classroom Practices report is written to provide the reader with a definition and description of essential features and attributes. Evidence of effectiveness is presented based on foundational and current research. The applications of each practice to the general education setting are addressed and finally, each report includes links to websites by primary researchers, developers, practitioners, and users which contain information, examples, and applications about the classroom practice.
- Explicit Instruction
- Differentiated Instruction
- Curriculum-Based Evaluations
- Classroom Management
- Peer Mediated Instruction and Intervention
- Differentiated Instruction with UDL
Curriculum 2
Curriculum EnhancementsIt is difficult to separate a course of study, media, and materials used for learning from the appropriate instructional methods; however, for clarity and to isolate selected details for study and discussion, we attempt to do so here. By querying the NCAC staff and affiliates, along with experts in the field, the Curriculum Group has selected a number of promising responses to barriers to the general curriculum (enhancements and/or accommodations) through which they have examined existing published research. The selected enhancements and/or accommodations represent a range of modalities, practices, and critical elements of universal design for learning.
- Background Knowledge
- Graphic Organizers
- Text Transformations
- Curriculum Modification
- Virtual Reality/Simulations
- Background Knowledge with UDL
- Graphic Organizers with UDL
- Virtual Reality/Simulations with UDL
Teacher Practice
Teaching is an increasingly challenging and personally rewarding profession. Engaging students with disabilities in classroom instruction requires careful attention to planning for individual needs, making decisions about materials and activities, selecting fair and equitable assessments, accommodating for students' differences, modifying curriculum goals, and collaborating with families and other school personnel.
- Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning
- Technologies Supporting Curriculum Access for Students with Disabilities
- Effective Teaching Practices and the Barriers Limiting Their Use in Accessing the Curriculum: A Review of Recent Literature
- Teacher Planning and the Universal Design for Learning Environments
- A Glimpse at Current Teaching Practices with Preliminary Survey Results
Policy
General and special education policies clearly influence practice within our schools. The National Center on Accessing the General Curriculum was interested in determining the impact of existing policies on access to, participation in, and progress within the general education curriculum.
- The Promise of Accessible Textbooks: Increased Achievement for All Students
- Access to the General Curriculum for Students with Disabilities: The Role of the IEP
- Access to the General Curriculum for Students with Disabilities: A Discussion of the Interrelationship between IDEA '04 and NCLB
- Access to the General Curriculum for Students with Disabilities: A Discussion of the Interrelationship between IDEA '97 and NCLB
- Post IDEA '97 Case Law and Administrative Decisions: Access to the General Curriculum
- Access to the General Curriculum for Students with Disabilities: A Brief Legal Interpretation
- Access to the General Curriculum for Students with Disabilities: A Brief for Parents and Teachers
- Policy, Property & Permissions II: Summary of May 7, 2004 Meeting
- NCAC Policy Group White Paper for Policy, Property & Permissions: A Discussion of Accessible Curriculum Materials on Ordering, Producing, and Obtaining Accessible Versions of Curriculum Materials for K-12 Students with Print Disabilities
- 2005 U.S. States and Territories Accessible Curriculum Survey
- Overview of State Studies
- Policy, Property and Permissions: A Discussion of Accessible Curriculum Materials
- Schools Without Rules? Charter Schools, Federal Disability Law, and the Paradoxes of Deregulation
- Disability, Race and High Stakes Testing
- High-Stakes Testing: Opportunities and Risks for Students of Color, English-Language Learners, and Students with Disabilities
- Update on Implementation of IDEA: Early Returns from State Studies
Policy Briefs Prepared by Martha Minow, Harvard Law School
- Funding Mechanisms in Special Education
- Limited English Proficient Students and Special Education
- Teacher Training: Recommendations for Change
- Related Services: Minnesota's System of Interagency Coordination
Consensus Building
The Council for Exceptional Children (CEC) helped the NCAC connect with major education associations and organizations in order to increase awareness of Universal Design for Learning and the objectives of the National Center.
