Scribd
Upload
38 views

Access Curriculum Handout

All students should have access to the general education curriculum. Curriculum adaptation and universal design for learning aim to provide multiple means of representation, action/expression, and engagement for students with significant disabilities. Symbols, technology, and other visual supports can expand vocabulary, build background knowledge, improve comprehension, and provide independent practice opportunities to support the learning of language, communication, reading, writing, and academic concepts for students who have difficulty with reading, hearing, and understanding language.

Uploaded by

Lori Geist
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
38 views

Access Curriculum Handout

All students should have access to the general education curriculum. Curriculum adaptation and universal design for learning aim to provide multiple means of representation, action/expression, and engagement for students with significant disabilities. Symbols, technology, and other visual supports can expand vocabulary, build background knowledge, improve comprehension, and provide independent practice opportunities to support the learning of language, communication, reading, writing, and academic concepts for students who have difficulty with reading, hearing, and understanding language.

Uploaded by

Lori Geist
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

Curriculum Access

• All students should have access and be making progress


in the general education curriculum.
Making Academic Content Accessible for
• Curriculum adaptation refers to adjustments to the way
Students with Significant Disabilities existing educational content is presented and/or the ways
in which a student engages and demonstrates
understanding of the content.

• Universal design for learning (UDL) refers to a philosophy


Lori Geist, MS, CCC-SLP and growing emphasis to design, develop and implement
[email protected] instructional approaches that provide multiple means of
representation, multiple means of action and expression,
and multiple means of student engagement.

1 2 (Browder & Spooner, 2006; CAST, 2009; IDEA, 2004)

Curriculum Access Reading and Writing


• Symbols and technology can support successful learning • Symbols and technology:
experiences. • Expand vocabulary.

• Strategies can be applied to teaching language,


communication, reading, writing, and academic • Build background knowledge.
concepts.
• Support connections with previous learning.
• Pairing words and directions with visual supports such
as symbols, animations, pictures or video can benefit
students who have difficulty reading, hearing, and • Improve comprehension.
understanding language.
• Support participation in instruction.
• Technology can be used to enhance student motivation
and success by embedding scaffolding supports. • Provide visual feedback.

3 (Salend, 2009). 4 • Provide auditory feedback.

Access to Academic Topics References


• Symbols and technology:
• Provide critical communication, language, Browder, D., & Spooner, F. (2006). Teaching Language Arts, Math, & Science
to Students with Significant Cognitive Disabilities. Baltimore: Brookes.
reading and writing supports.
Center for Applied Special Technology (CAST). (2009). Universal Design for
Learning (UDL) Guidelines. Retrieved March 16, 2009 from
• Provide on-screen supports for visual, auditory, http://www.cast.org/publications/UDLguidelines/index.html.
kinesthetic and tactile learning styles.
IDEA (2004). Individuals with Disabilities Education Improvement Act of 2004.
Retrieved June 3, 2009 from http://thomas.loc.gov/cgi-
• Provide independent practice opportunities. bin/query/F?c108:1:./temp/~c108s4oqNE:e615

Salend, S. (2009). Using technology to create and administer accessible tests.


Teaching Exceptional Children, (41), 40-51.
• Support alternate means of demonstrating
understanding.

5 6

You might also like