LEADER 05326nam 2200745 a 450 001 9910956409803321 005 20241226110032.0 010 $a9781483351810 010 $a1483351815 010 $a9781483329253 010 $a1483329259 010 $a9781452208978 010 $a1452208972 035 $a(CKB)3710000000096737 035 $a(EBL)1480188 035 $a(OCoLC)875818328 035 $a(SSID)ssj0001131639 035 $a(PQKBManifestationID)12529266 035 $a(PQKBTitleCode)TC0001131639 035 $a(PQKBWorkID)11144342 035 $a(PQKB)11209960 035 $a(MiAaPQ)EBC1480188 035 $a(OCoLC)1007860127 035 $a(StDuBDS)EDZ0000158193 035 $a227733 035 $a(MiAaPQ)EBC1993372 035 $a(Au-PeEL)EBL1993372 035 $a(EXLCZ)993710000000096737 100 $a20130912d2005 fy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAccessing the general curriculum $eincluding students with disabilities in standards-based reform /$fVictor Nolet, Margaret J. McLaughlin 205 $a2nd ed. 210 $aThousand Oaks, Calif. $cCorwin$d2005 215 $a1 online resource (xii, 130 p.) $cill 300 $aDescription based upon print version of record. 311 08$a9781412916493 311 08$a1412916496 311 08$a9781412916486 311 08$a1412916488 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Acknowledgments; About the Authors; Introduction; Chapter 1 - Access to the General Education Curriculum: Why It is More Important Than Ever Before; IDEA and Access to the General Education Curriculum; The No Child Left behind Act; The Components of Standards-Driven Reform; The Link between Standards and Curriculum; Dissecting the Standards; Differentiating between Content and Achievement Standards; Standards and Curriculum; Standards and Students with Disabilities; A New Way to Think about Special Education; Challenges for Special and General Education Teachers 327 $aChapter 2 - The Nature of CurriculumMultiple Types of Curriculum; The Intended Curriculum; The Taught Curriculum; The Learned Curriculum; The Core Elements of Curriculum; What is the Purpose of Curriculum?; Curriculum as a Map for Teachers; Immediacy; Specificity; Curriculum Involves a Domain; Specifying the Domain; Curriculum and Time; Allocated Time; Curriculum Sequence; Decisions about Time; Finding the General Education Curriculum; Purpose, Domain, and Time; The Present; Looking Ahead and Looking Back; Conclusion; Chapter 3 - The Learning-Teaching Connection 327 $aLearning Research and Implications for TeachingHelp Students Develop Meaningful Patterns of Information; Creating Experts; Teach to Improve Your Students' Memories; 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; Rehearsal; Elaboration; Organization; Comprehension Monitoring; Affect; Teach for Transfer and Generalization; The Learning-Teaching Connection; Chapter 4 - Assessment That Supports Access to the General Education Curriculum; Assessment and Decision Making 327 $aWhat Will Typical Students be Expected to Do During the Time Frame Addressed by the IEP?What is the Student's Present Level of Academic Achievement and Functional Performance in the General Education Curriculum?; In What Ways is the Student's Disability Impacting Academic Achievement and Functional Performance in the General Education Curriculum?; Is the Student Making Progress in the General Education Curriculum?; Norm-Referenced Decisions; Criterion-Referenced Decisions; Individual-Referenced Decision Making; Chapter 5 - Curriculum Access and the Individualized Education Program 327 $aA Continuum of Curriculum AccessUniversal Design for Learning and Access to the General Education Curriculum; Multiple Means of Representation; Teaching Presentations; Instructional Materials; Multiple Means of Expression; Presentation and Graphics Software; Oral Presentation; Models and Manipulatives; Flexible Means of Engagement; Accommodations; Alternative Acquisition Modes; Content Enhancements; Alternative Response Modes; Modifications; Teaching Less Content; Teaching Different Content; Individualized Curriculum Goals; Accommodations, Modifications, and Assessment 327 $aSpecial Education and Related Services 330 8 $aThis text presents a framework and strategies to help teachers and administrators to make the general curriculum accessible to all students. It includes design measures that can assist in assessing the progress of disabled students. 606 $aSpecial education$xCurricula$zUnited States 606 $aChildren with disabilities$xEducation$zUnited States 606 $aInclusive education$zUnited States 615 0$aSpecial education$xCurricula 615 0$aChildren with disabilities$xEducation 615 0$aInclusive education 676 $a371.9046 700 $aNolet$b Victor$01712745 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910956409803321 996 $aAccessing the general curriculum$94463292 997 $aUNINA