INST 210 1st Edition Lecture 7 Outline of Last Lecture I. Announcements Outline of Current Lecture I. Progress in the General Education Curriculum,II. Supplementary aids and services,III. Universal designCurrent LectureI. Progress in the general education curriculuma. Learning outcome: What does progress in the general education curriculum mean? We realized that students are raising their own standards to the higher expectation levels when we promote their progress in the general education curriculum!b. Does having all students work toward the same curriculum violate the IEP? Stereotype of special education is someone with an extreme disability, but the realityis that most kids have a low-moderate disability. With life skills teachers this may be where we get criticism. Some teachers think we need to really focus on life skills, wewant these kids to be as independent and functioning as they can be, but at the same time how do we know how limiting their intellectual abilities will affect them? Really only 1% of the kids are supposed to take the STAR Alternate, which doesn’t cover all of the kids who are in life skills or who would be suited to take the alternatetest. Very controversial issue. Be active, involved, voting, and speaking up at school boards. Argue for the rights of our children, and standardized testing has gone too far. c. Should educators expect students with disabilities to make progress in the general education curriculum? Yes. This helps kids want to succeed-- they see other kids making progress and they want to too. Kids getting invited to birthday parties who normally don’t. This is a valuable social aspect. d. What are some other benefits of inclusion, for children who do not have disabilities? Awareness of everyone's differences. Shows these kids life skills and they know how to talk to people different from them-- takes away fear of the unknown. e. If we don’t challenge our students to achieve their maximum potential, we're not helping them to reach their best outcome. II. Supplementary Aids and Servicesa. Cognitive access = the instruction is such that students can understand it and learn itb. Assistive technology- communication devicesThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.III. Universal Designa. Access for all. EX- ramps were built for wheelchairs. But small children, strollers, elderly, delivery people all benefit from them. b. Vancouver, Canada is supposedly one of the most accessible cities in the world. Many older towns are not very accessible. At A&M-- elevators that speak to you. c. Is RtI general or special education? It's general education! Even though we're modifying or doing special interventions for kids, it's set up for the whole school. d. School-wide instructional strategies:i. If we implement a tier 1 program for everyone in the school, that will likely fix many problems for lots of kids (general and sped). Tier 2 can target some individual students (like a group of kids in a TAX remediation class). This shouldleave just a few kids left that need targeted individual attention, which is usually where sped referral takes