Last week I focused on least restrictive environment and inclusion. While you may or may not agree that a general education classroom is the best placement for your child, regardless of where they learn, they are entitled to access to the general education curriculum. If your child is in a gen ed classroom, the curriculum is already present, but there may need to be accommodations and modifications made for your child to benefit and make progress. If your child is in a resource room or self contained classroom, s/he should still be taught by a highly qualified teacher and have access to the gen ed curriculum. The following posts will deal with ways to provide that access. So let's start with what it means:
In 1997, Congress made a number of important changes to the Individuals with Disabilities Education Act (IDEA). One of the most significant changes is the requirement that students with disabilities receive access to the general curriculum. Under the new law, students with disabilities must (1) have access to the general curriculum; (2) be involved in the general curriculum; and (3) progress in the general curriculum. IDEA '97 states that students with disabilities must be involved in the general curriculum, and the law includes several requirements that help explain this involvement: (1) ensuring that the student's IEP goals address how the student will be involved in and progress in the general curriculum; (2) specifying in the student's IEP appropriate supplementary aids and services, accommodations, modifications, or supports that will help the student be involved in and progress in the general curriculum; and (3) explaining in the student's IEP why he or she will not participate with children without disabilities in the regular classroom. It is not enough for students with disabilities to participate in the general curriculum. The law also requires that the IEP address progress in the general curriculum. Progress in the general curriculum can be thought of as involving three parts: (1) measuring the student's progress in reaching IEP goals; (2) including students with disabilities in State and district-wide assessments, with appropriate accommodations, where necessary; and (3) developing State performance goals and indicators and providing reports on progress toward meeting these goals and indicators.
In 1997, Congress made a number of important changes to the Individuals with Disabilities Education Act (IDEA). One of the most significant changes is the requirement that students with disabilities receive access to the general curriculum. Under the new law, students with disabilities must (1) have access to the general curriculum; (2) be involved in the general curriculum; and (3) progress in the general curriculum. IDEA '97 states that students with disabilities must be involved in the general curriculum, and the law includes several requirements that help explain this involvement: (1) ensuring that the student's IEP goals address how the student will be involved in and progress in the general curriculum; (2) specifying in the student's IEP appropriate supplementary aids and services, accommodations, modifications, or supports that will help the student be involved in and progress in the general curriculum; and (3) explaining in the student's IEP why he or she will not participate with children without disabilities in the regular classroom. It is not enough for students with disabilities to participate in the general curriculum. The law also requires that the IEP address progress in the general curriculum. Progress in the general curriculum can be thought of as involving three parts: (1) measuring the student's progress in reaching IEP goals; (2) including students with disabilities in State and district-wide assessments, with appropriate accommodations, where necessary; and (3) developing State performance goals and indicators and providing reports on progress toward meeting these goals and indicators.
You can read the entire brief here.
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