- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Access to the General Curriculum Bibliography
This is a partial list of materials on this topic available from the DB-LINK Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
Academic Learners with Deafblindness: Providing Access to the General Curriculum --Blaha, Robbie; Cooper, Holly. Austin,TX: Texas Deafblind Project. 2009 Texas Symposium on Deafblindness. (2009) This paper presents instructional strategies and modifications for academic instruction for students with deafblindness. Concept development, communication, timing and pacing will be discussed. We will include issues relating to tactile learners and communicators, as well as students who access communication and literacy visually and auditorially. Educational strategies will be appropriate for students in special classes as well as those attending inclusion classes with support.
Access to the General Curriculum for Students with Significant Cognitive Disabilities --Cushing, Lisa S.; Clark, Nitasha M.; Carter, Erik W.; Kennedy, Craig H. TEACHING EXCEPTIONAL CHILDREN, vol. 38, #2, Nov/Dec 2005, pp. 6-13.(2005) Describes a process that educators can take to effectively meet statewide standards and at the same time meet individualized goals for students with significant cognitive disabilities. The process involves determining local and statewide standards, identifying classroom expectations, infusing individualized education program (IEP) goals, conducting classroom observations, developing and implementing appropriate adaptations, and assessing outcomes. There is a short paragraph that reviews research findings regarding the benefits of accessing the general curriculum for students with significant cognitive disabilities.
Accessing the General Curriculum : Including Students With Disabilities in Standards-Based Reform --Nolet, Victor; McLaughlin, Margaret J. Thousand Oaks, CA: Corwin Press, Inc. (2000) Addresses the challenge of making a school's general curriculum accessible for students with disabilities. Provides suggestions to make it easier to design instruction that enables all students to access and make progress in the general curriculum. Key topics: aligning IDEA- 97 and standards-based reform, linking standards and curriculum, establishing three domains of knowledge for ensuring access to the curriculum, understanding the nature of curriculum, applying learning research to teaching, evaluating progress in the general curriculum, aligning the IEP with goals and objectives, universal design, creating conditions for access.
Believe in My Child with Special Needs! : Helping Children Achieve Their Potential in School --Falvey, Mary A. Baltimore: Paul H. Brookes Publishing Co. (2005)This book was written by a parent of a child with disabilities to help other parents understand their child's legal rights; pursue an inclusive education for their child, from preschool to high school and beyond; collaborate respectfully with educators on their child's IEP; promote their child's access to the general curriculum and encourage educators to use appropriate modifications and assessment strategies; support their child as he or she develops friendships; develop transition plans to help their child achieve their goals after high school. Includes chapters on federal laws and court rulings and age-related services and supports.
Communication and Learning : Creating Systems of Support for Students with Significant Disabilities --McSheehan, Michael; Sonnenmeier, Rae; Jorgensen, Cheryl M. TASH CONNECTIONS, vol. 28, #5, May 2002, pp. 8-12. (2002)This article illustrates how the IDEA intent for students with disabilities to have access to the general education curriculum can be met with for students with even the most significant disabilities. Provides tips for what beliefs, knowledge, and skills a student's educational team must have in order to provide effective supports for communication, access to the general curriculum, and to assure that the student will learn.
Curriculum and Assessment for Students With Moderate and Severe Disabilities -- Browder, Diane M. New York: The Guilford Press. (2001) This book is a guide to designing and implementing personalized curricula for students with moderate and severe disabilities. The author describes a comprehensive assessment model that provides a framework for pinpointing educational priorities, planning instruction in specific areas, and evaluating student progress. The model emphasizes the importance of self-determination, family-centered planning, multicultural awareness, and educational accountability. The strategies presented are teacher-friendly and data-based. Each chapter contains case studies to enhance the practical utility of the model and also includes sample assessment notes, reports, and instructional plans. Inventories of key skills in different domains, and descriptions of commercially available instructional resources are provided as well. More than 15 reproducible forms are included as well. Publisher's web site: http://www.guilford.com.
Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in "No Child Left Behind" --Browder, Diane M.; Cooper-Duffy, Karena. JOURNAL OF SPECIAL EDUCATION, vol. 37, #3, pp.157-163. (2003)This article is not specifically about deaf-blind children but is an extremely useful review of issues related to designing educational programs for students with multiple disabilities that are based on research and meet the requirements of No Child Left Behind (NCLB) that all students have access to the general curriculum and make progress within it. Two NCLB provisions with implications for special education are addressed: (a) the requirement to assess students in reading, math, and then later, science and (b) the expectation for yearly progress. It includes a review of research related to skills acquisition as well as the very limited research that is available regarding the acquisition of academic/cognitive skills. Research in the latter category has focused on functional reading (e.g., sight-word instruction with real-life application) and functional math (e.g., practical skills such as using money and telling time). It found critical limitations with the current literature including: (1) sparse literature about students with complex, multiple disabilities; (2) a limited range of functional academics and lack of reading comprehension measures; and (3) a lack of research about teaching a broader range of academics to this population (e.g., science). Research is needed to demonstrate ways students with severe disabilities can master more varied academic content to show progress on state standards. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research-based strategies.
A Four-Step Process for Accessing the General Curriculum for Students with Significant Cognitive Disabilities --Clayton, Jean; Burdge, Michael; Denham, Anne; Kleinert, Harold L.; Kearns, Jacqui. TEACHING EXCEPTIONAL CHILDREN, vol. 38, #5, May/Jun 2006, pp. 20-27. (2006)This article describes a model developed to assist teachers to align instruction for students with cognitive disabilities to content standards that have been developed for all students and ensure that student learning is matched to IEP objectives. Using a student example, it details the four steps of the process. Step 1 - identify or link to the appropriate standard. Step 2 - define the outcome of instruction for all students. Step 3 - identify the instructional activities. Step 4 - target specific objectives from the individualized education program (IEP).
Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students With Disabilities in Middle School and High School -- Clark, Nitasha M.; Cushing, Lisa S.; Kennedy, Graig H. RESEARCH & PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, vol. 29, #4, 2004, pp. 253-262. (2004) The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using direct observations and interviews to document (a) the use of informal assessment, (b) development and implementation of quality individualized education plans, and (c) access to the general education curriculum. These results showed that the IOTA model was effective in improving the inclusive practices of special educators and the quality of instruction received by students. These findings offer an empirically validated approach to delivering technical assistance to improve the inclusive teaching practices of special educators.
No-and Low-Tech Tools to Access the General Curriculum --Newton, Deborah A.; Case, Deborah A.; Bauder, Debra K. CLOSING THE GAP, vol. 21, #4, October/November 2003, pp. 1, 12, 19, 34, 36. (2003) This article provides a framework for adapting classroom activities to the needs of children with disabilities. It provides various questions and answers in the areas of vision, cognitive functioning, and motor ability. It also includes a helpful list of various no-and low-tech tools, information on where they can be purchased, and potential uses and adaptations.
Potential Benefits of the Adequate Yearly Progress Provision of NCLB for Students with Significant Disabilities --Browder, Diane M.; Spooner, Fred. TASH CONNECTIONS, vol. 29, #10, October 2003, pp. 12-14,17. (2003) This article highlights the potential benefits of the Adequate Yearly Progress (AYP) provision in the No Child Left Behind Act (NCLB). It includes three questions with answers about AYP, as well as a detailed explanation of both AYP and the NCLB act.
2004-0490 Quality Counts 2004 : Count Me In Bethesda, MD: Virginia B. Edwards. Education Week, vol. XXIII, #17, January 2004, p.154. (2004) Contents include articles on school vouchers, charter schools, exit testing of students with disabilities, qualified teachers, how states finance special education, incorporating students with disabilities in to standards-based education, indicators used to grade states on the quality of their educations systems, and providing access to students with disabilities to the same standarss and curriculum as other students.
Research Synthesis : What is All the Buzz About Universal Design for Learning? -- Blythe, Teresa; Johns, Judy. Mid-South Regional Resource Center Access Center. (2003) This article describes the concept of universal design for learning. The concept, first introduced in the 1997 reauthorization of IDEA, requires that students with disabilities have access to the general education curriculum. Much as universal design in architecture allows access for all people, universal design for leaning creates flexible curriculum materials, assessments, technology and methods of learning for all students. Describes seven principles for universal design and where the process originated. Provides scenarios to illustrate examples of Universal Design for Learning (UDL) in the classroom. Describes the benefits of UDL.
School Issues for Teachers : Education of Children Who Have CHARGE Syndrome -- Majors, Martha M.; O'Donnell, Kimberly; Stelzer, Sharon. Cleveland, OH: Proceedings of the 6th International CHARGE Syndrome Conference, July 25-27th, 2003, Cleveland, OH. (2003) This presentation focuses on three major topics related to the education of children who have CHARGE Syndrome. They are communication strategies, curriculum access, and educational strategies. Reviews the types of curriculum that should be available across school settings. Describes the development of a communication system. Brief case studies are discussed to give examples of how students have developed communication skills using both sign language and a visual such as pictures. Describes specific teaching strategies that support success in the classroom/home setting. Also available is a CD-ROM containing an audio version of this presentation.
Strategies to Improve Access to the General Education Curriculum Washington, DC: The Access Center. (2005)Education professionals increasingly focus on identifying programs, practices, and strategies that are research-based. High quality research-based educational practices must have evidence that is supported by rigorous and scientific data and have a body of studies that demonstrate positive outcomes. The No Child Left Behind Act passed in 2001 and many federal grant programs call on educators to use scientifically-based research to drive decisions about educational interventions. This document identifies 12 practices that are either backed by significant research or have some research support but need more validation. They include computer assisted instruction, differentiated instruction, peer assisted learning strategies, professional collaboration, adapted books, literacy rich environments, curriculum-based measurement, and functional behavioral assessment systems. The chart is periodically updated with new strategies and applications to specific content areas.
Striking a Balance Between IDEA and NCLB for Students with Significant Disabilities : Techniques and Tools for Aligning Standards-Based Instruction, Alternate Assessments and IEPs --Saranthy, Padmaja. Horsham, PA: LRP Publications. (2008)This book is intended for administrators and teachers involved in educational planning and instructional programming for students with significant cognitive disabilities. It includes sections on the following topics: legal issues and compliance with the law relating to alternate assessment and accessing the general curriculum; transforming instruction to promote access to the general curriculum; and techniques, tools, and technology to support learners.
Teaching Language Arts, Math, & Science To Students With Significant Cognitive Disabilities --Browder, Diane M., Ph.D. (Ed.); Spooner, Fred, Ph.D. (Ed.) Baltimore: Paul H. Brookes Publishing Co. (2006)The purpose of this book is to show meaningful ways to help students with significant cognitive disabilities meet the expectation of the No Child Left Behind Act that all students can and must make progress in reading, math, and science. In this book, "a student with a significant cognitive disability" is defined as one who: requires substantial modifications, adaptations, or supports to meaningfully access grade-level content; requires intensive individualized instruction in order to acquire and generalize knowledge; and is working toward alternate achievement standards for grade-level content. It includes chapters on promoting access to the general curriculum; building literacy at the presymbolic and early symbolic levels (by June Downing); learning to read; balanced literacy classrooms and embedded instruction; enhancing numeracy; math standards and functional math; science standards and functional skills; math and science skills; how students demonstrate academic performance and portfolio assessment; and promoting alignment of curriculum, assessment, and instruction. Cost: $49.95. Publisher's web site: http://www.brookespublishing.com.
Universal Design : A Strategy to Support Student's Access to the General Education Curriculum --Bremer, Christine D.; Clapper, Ann T.; Hitchcock, Chuck; Hall, Tracey; Kachgal, Mera. National Center on Secondary Education and Transition. INFORMATION BRIEF, vol. 1, #3, December 2002, pp. 1-5. (2002) This publication provides information on universal design. It includes information on IDEA of 1997, the current challenge for educators with curricula designed for non-disabled students, and how the universal design approach can be useful. Also includes seven principles with classroom examples, resources and further reading. Publisher's web site: http://www.ncset.org.