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Alternative Curriculum for Special Education: A Comprehensive Guide
Author: Dr. Emily Carter, PhD, Professor of Special Education and experienced curriculum developer with 20 years of experience working with diverse learners in inclusive and specialized educational settings.
Publisher: Exceptional Learners Publishing, a leading publisher specializing in resources for special education teachers, administrators, and parents. They have a long history of publishing high-quality, evidence-based materials for the field.
Editor: Sarah Miller, M.Ed., Certified Special Education Teacher with 15 years of experience in developing and implementing individualized education programs (IEPs).
Keywords: alternative curriculum for special education, special education curriculum, individualized education program (IEP), differentiated instruction, adaptive learning, inclusive education, special needs curriculum, alternative teaching methods, assistive technology, special education resources.
Summary: This guide provides a comprehensive overview of alternative curricula for special education, addressing best practices, common pitfalls, and strategies for successful implementation. It explores various approaches, including individualized education programs (IEPs), differentiated instruction, adaptive learning technologies, and the importance of incorporating assistive technologies. The guide also highlights the critical role of collaboration among teachers, parents, and specialists in developing and implementing effective alternative curricula.
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Introduction: The Need for Alternative Curricula in Special Education
Traditional curricula often fail to meet the diverse learning needs of students with disabilities. An alternative curriculum for special education is crucial for providing appropriate and effective instruction. This guide explores different approaches to designing and implementing individualized learning experiences that cater to specific learning styles, abilities, and challenges. This necessitates a move beyond a “one-size-fits-all” approach and embraces a more personalized and flexible educational journey.
Designing an Effective Alternative Curriculum for Special Education
The cornerstone of any successful alternative curriculum for special education is the Individualized Education Program (IEP). The IEP is a legally mandated document that outlines the student's specific learning goals, accommodations, and modifications. Key elements include:
Assessment: Comprehensive assessment is vital to identify the student's strengths, weaknesses, and learning preferences. This includes cognitive, academic, social-emotional, and adaptive behavior assessments.
Goal Setting: Goals should be measurable, achievable, relevant, and time-bound (SMART goals). They should be directly tied to the student’s individual needs and abilities.
Instructional Strategies: The IEP should detail specific instructional methods and materials tailored to the student's learning style. This might include visual aids, hands-on activities, technology integration, or peer tutoring.
Accommodations and Modifications: Accommodations adjust how a student learns the material (e.g., extra time on tests, preferential seating). Modifications adjust what a student learns (e.g., simplifying assignments, focusing on essential skills).
Assistive Technology: Appropriate assistive technology should be integrated where needed, to enhance access to the curriculum and promote independence. This might include text-to-speech software, graphic organizers, or adaptive keyboards.
Progress Monitoring: Regular monitoring and data collection are essential to track student progress and make adjustments to the IEP as needed.
Differentiated Instruction within an Alternative Curriculum
Alternative curriculum for special education often incorporates differentiated instruction. This involves adapting teaching methods, materials, and assessments to meet the diverse learning needs of individual students within the same classroom. Differentiation can be applied to:
Content: Providing different levels of complexity or varying topics based on student needs.
Process: Offering different ways for students to learn the material (e.g., group work, independent projects, visual learning).
Product: Allowing students to demonstrate their learning in diverse ways (e.g., written reports, presentations, artwork).
Utilizing Adaptive Learning Technologies
Adaptive learning platforms provide personalized learning experiences by adjusting the difficulty and content based on the student's performance. This technology can be a powerful tool within an alternative curriculum for special education, providing immediate feedback and customized instruction. However, careful selection and integration are essential to ensure compatibility with the student's IEP goals and learning needs.
Common Pitfalls in Implementing Alternative Curricula
Several common challenges can hinder the success of an alternative curriculum for special education:
Lack of Collaboration: Effective implementation requires strong collaboration among teachers, parents, specialists, and the student themselves.
Insufficient Resources: Adequate funding, materials, and support staff are essential.
Inflexible Scheduling: Time constraints and rigid schedules can make it difficult to implement individualized instruction.
Inadequate Training: Teachers need ongoing professional development to effectively use alternative teaching methods and technologies.
Overemphasis on Deficits: Focusing solely on weaknesses, rather than also nurturing strengths, can be detrimental to student motivation and self-esteem.
Best Practices for Success
Focus on Strengths: Build upon the student's strengths and interests to increase engagement and motivation.
Collaborative Planning: Involve parents, specialists, and the student in the IEP development process.
Regular Communication: Maintain open and consistent communication with parents and other stakeholders.
Data-Driven Decision Making: Use assessment data to inform instructional decisions and monitor progress.
Positive Reinforcement: Celebrate successes and provide positive feedback to foster a supportive learning environment.
Conclusion
An effective alternative curriculum for special education is crucial for ensuring that all students have the opportunity to reach their full potential. By carefully planning, implementing, and adapting the curriculum based on individual needs and ongoing assessment, educators can create meaningful and successful learning experiences for students with diverse learning needs. Collaboration, resources, and a focus on strengths are key ingredients for success.
FAQs
1. What is the difference between an accommodation and a modification? Accommodations change how a student learns, while modifications change what a student learns.
2. How often should IEPs be reviewed? IEPs are typically reviewed at least annually, or more frequently if needed.
3. What role do parents play in the IEP process? Parents are active participants in the IEP process and have the right to collaborate in developing and reviewing their child's IEP.
4. How can technology be used to support an alternative curriculum? Technology can provide personalized learning, assistive tools, and access to diverse learning materials.
5. What are some examples of alternative assessment methods? Alternative assessments might include portfolios, projects, presentations, or performance-based tasks.
6. How can I ensure that my alternative curriculum is inclusive? Focus on universal design for learning principles to create a flexible and accessible learning environment for all students.
7. What are some common challenges in implementing an alternative curriculum? Common challenges include limited resources, lack of training, and inflexible scheduling.
8. How can I measure the effectiveness of an alternative curriculum? Use data from assessments, progress monitoring, and observation to evaluate student progress and the effectiveness of the curriculum.
9. Where can I find resources to help me develop an alternative curriculum? Many organizations and websites offer resources, including the U.S. Department of Education and various professional organizations for special education.
Related Articles
1. Individualized Education Programs (IEPs): A Practical Guide: This article provides a detailed explanation of the IEP process, including legal requirements and best practices.
2. Differentiated Instruction for Students with Disabilities: This article explores strategies for differentiating instruction to meet the diverse learning needs of students with disabilities.
3. Assistive Technology in Special Education: Tools and Strategies: This article reviews various assistive technologies available and how to integrate them effectively.
4. Adaptive Learning Technologies for Special Education: This article focuses on the use of adaptive learning platforms to personalize instruction for students with disabilities.
5. Universal Design for Learning (UDL) in the Inclusive Classroom: This article examines the principles of UDL and how they can be applied to create a more inclusive learning environment.
6. Collaborative IEP Development: Involving Parents and Stakeholders: This article emphasizes the importance of collaboration in the IEP process and provides practical tips.
7. Assessing Students with Disabilities: Strategies and Best Practices: This article offers guidance on appropriate assessment methods for students with diverse learning needs.
8. Creating Engaging and Motivating Learning Experiences for Students with Disabilities: This article provides strategies for boosting student engagement and motivation within special education.
9. Addressing Behavioral Challenges in the Special Education Classroom: This article provides practical strategies and techniques for managing challenging behaviors in the classroom.
| alternative curriculum for special education: Inclusive Education for Students with Intellectual Disabilities Rhonda G. Craven, Alexandre J. S. Morin, Danielle Tracey, Philip D. Parker, Hua Flora Zhong, 2015-02-01 As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students’ strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally. The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally. |
| alternative curriculum for special education: Consumer Math Alpha Omega Publications, 1983 |
| alternative curriculum for special education: Comprehensive Literacy for All Karen A. Erickson, Karen Erickson, David Koppenhaver, 2019-12-17 An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential. |
| alternative curriculum for special education: Educating One and All National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Committee on Goals 2000 and the Inclusion of Students with Disabilities, 1997-06-27 In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for oneâ€the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education. |
| alternative curriculum for special education: Wrightslaw Special Education Legal Developments and Cases 2019 Peter Wright, Pamela Wright, 2020-07-10 Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and least restrictive environment* Tutorial about how to find relevant state and federal cases using your unique search terms |
| alternative curriculum for special education: A Principal's Guide to Special Education (3rd Edition) David F. Bateman, C. Fred Bateman, 2014-01-01 An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment. |
| alternative curriculum for special education: The Carolina Curriculum for Preschoolers with Special Needs Nancy Johnson-Martin, Bonnie J. Hacker, Susan M. Attermeier, 2004 CCPSN is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities. |
| alternative curriculum for special education: Accessing the General Curriculum Victor Nolet, Margaret J. McLaughlin, 2005-06-09 Featuring updated strategies for fitting special education into frameworks created by standards and assessments, this indispensable resource shows teachers how to achieve expected results with all students. |
| alternative curriculum for special education: Wrightslaw Peter W. D. Wright, Pamela Darr Wright, 2002 Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations. |
| alternative curriculum for special education: Choosing Outcomes and Accommodations for Children Michael F. Giangreco, Chigee J. Cloninger, Virginia Salce Iverson, 1998 Substantially revised in response to research and feedback, the second edition of this popular planning tool is more user friendly and family oriented than ever. Organized into two parts, it's even easier to use - with redesigned forms, detailed explanations, explicit instructions, helpful hints for each step, and tabs and icons for pinpointing information. The established and field-tested methods of this practical edition make it easy for general and special educators, related services providers, school administrators, and parents to collaborate and work toward developing a meaningful IEP for each student. |
| alternative curriculum for special education: Changing Our Minds Dr. Naomi Fisher, 2021-02-04 Children are born full of curiosity, eager to participate in the world. They learn as they live, with enthusiasm and joy. Then we send them to school. We stop them from playing and actively exploring their interests, telling them it's more important to sit still and listen. The result is that for many children, their motivation to learn drops dramatically. The joy of the early years is replaced with apathy and anxiety. This is not inevitable. We are socialised to believe that schooling is synonymous with education, but it's only one approach. Self-directed education puts the child back in control of their learning. This enables children, including those diagnosed with special educational needs, to flourish in their own time and on their own terms. It enables us to put wellbeing at the centre of education. Changing Our Minds brings together research, theory and practice on learning. It includes interviews with influential thinkers in the field of self-directed education and examples from families alongside practical advice. This essential guide will give you an understanding of why self-directed education makes sense, how it works, and what to do to put it into action yourself. |
| alternative curriculum for special education: Inclusion in Action Nicole Eredics, 2018 To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work. |
| alternative curriculum for special education: Special Programs and Services in Schools Bonnie Beyer, Eileen S. Johnson, 2014-06-18 New edition of the definitive text thoroughly updated with information on Race to the Top, NCLB revisions, ESEA Reauthorization, federal, state and district responsibilitiesSpells out requirements and legislated mandates for special education, ESL, food service, disability, health services, gifted education, school to work, etc.For administrators in public, private and charter schoolsUsed as a text at Texas A&M, Houston, Michigan and many other universities Created for school administrators in public and private schools, this book is an update of the original 2005 volume that organized and explained virtually all federally mandated programs, the third curriculum that helps dictate how U.S. schools are managed. Used as a textbook in many universities, it lists and explains dozens of new U.S. laws and amendments from the past decade and situates them in the context of states and districts. It investigates the goals and requirements of dozens of education programs and clarifies government regulations affecting students as well as citizens who come in contact with schools, e.g., disabled individuals, job-seekers, employees, non-English-speaking parents and many other groups. Encompassing and yet going far beyond special education, the text offers pointers and case studies on how programs should be administered to improve learning outcomes as well as heighten a school's community profile. The detailed, concrete information in this book is indispensable for understanding government requirements, accessing the right agencies, reducing discrimination, and avoiding legal entanglements. At the same time, the 10 chapters of this volume are readily integrated into a syllabus for courses on special programs in schools. |
| alternative curriculum for special education: Inclusion Works! Faye Ong, 2009 |
| alternative curriculum for special education: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| alternative curriculum for special education: Why Are So Many Minority Students in Special Education? Beth Harry, Janette K. Klingner, 2014-04-01 The second edition of this powerful book examines the disproportionate placement of Black and Hispanic students in special education. The authors present compelling, research-based stories representing the range of experiences faced by culturally and linguistically diverse students who fall in the liminal shadow of perceived disability. They examine the children's experiences, their families' interactions with school personnel, the teachers' and schools' estimation of the children and their families, and the school climate that influences decisions about referrals to special education. Based on the authors' 4 years of ethnographic research in a large, culturally diverse school district, the book concludes with recommendations for improving educational practice, teacher training, and policy renewal. |
| alternative curriculum for special education: Individual Education Plans : Standards for Development, Program Planning, and Implementation Ontario. Ministry of Education, 2000 This document describes, new, province-wide standards that school boards must meet when developing, implementing, and monitoring Individual Education Plans (IEPs) for exceptional students, in accordance with Regulation 181/98 of the Education Act, and for students not identified as exceptional who are receiving a special education program and services.--Introd., p. 3. |
| alternative curriculum for special education: Handbook of Effective Inclusive Schools James McLeskey, Fred Spooner, Bob Algozzine, Nancy, L. Waldron, 2014-05-16 Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability. |
| alternative curriculum for special education: Multisensory Environments Paul Pagliano, 2017-12-15 First published in 1999. This book is written in four parts. Part I 'Foundations', starts with Chapter 1 'What is a multisensory environment?' and provides a general introduction to the field. The MSE can be different things to different people. It can describe an actual space, or the impact that space has on an individual. Furthermore, it can be for adults or children, for recreation, leisure, therapy or education. Part II 'Design and construction' explores the what, who, why and how of the open-minded, Part III 'Curriculum development' begins with Chapter 8 'Curriculum development in the MSE. The final section, Part IV 'Future developments', consists of two chapters. The goal of Chapter 11 'Conducting research in the MSE' is to demystify research and thereby encourage all members of the transdisciplinary team to become actively involved in MSE related research; Chapter 12 'Where are we going?', the MSE is re-examined to identify possible ways this development could contribute to the increased pluralities that will constitute education in the twenty-first century. |
| alternative curriculum for special education: The Carolina Curriculum for Infants and Toddlers with Special Needs Nancy Johnson-Martin, Susan M. Attermeier, Bonnie J. Hacker, 2004 CCITSN is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities. |
| alternative curriculum for special education: GACE Special Education Adapted Curriculum Exam Secrets Gace Exam Secrets Test Prep, 2018-04-12 ***Includes Practice Test Questions*** GACE Special Education Adapted Curriculum Secrets helps you ace the Georgia Assessments for the Certification of Educators, without weeks and months of endless studying. Our comprehensive GACE Special Education Adapted Curriculum Secrets study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. GACE Special Education Adapted Curriculum Secrets includes: The 5 Secret Keys to GACE Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families, and much more... |
| alternative curriculum for special education: Read 180 , 2002 READ 180 is a comprehensive reading intervention program designed to meet the needs of elementary to middle school students whose reading achievement is below the proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Stage A provides tools for young struggling readers in elementary school to develop critical literacy skills. Stage B provides middle school struggling readers with topics designed for their level of reading that hold their interest. System 44 was designed for the most challenged, older struggling readers, and helps these students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. It uses validated assessment for screening and placement, research-based phonics instruction and highly motivating and age-appropriate adaptive technology. |
| alternative curriculum for special education: Literacy Instruction for Students with Emotional and Behavioral Disorders Richard T. Boon, Mack D. Burke, Lisa Bowman-Perrott, 2020-08-01 The purpose of Literacy Instruction for Students with Emotional and Behavioral Disorders: Research-Based Interventions for Classroom Practice is to provide educators with effective, research-based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well. |
| alternative curriculum for special education: Instructional Strategies in General Education and Putting the Individuals With Disabilities Act (IDEA) Into Practice Epler, Pam L., 2017-11-30 Diverse learners with particular needs require a specialized curriculum that will help them develop socially and intellectually. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Instructional Strategies in General Education and Putting the Individuals with Disabilities Act (IDEA) into Practice is a pivotal reference source for the latest teaching strategies for educators with special needs students. Featuring extensive coverage on relevant areas such as instructional adaptions, locomotor apparatus diseases, and intellectual disabilities, this publication is an ideal resource for school administrators, general and special education classroom teachers, and graduate-level students seeking current research on instructional strategies for educating students with disabilities. |
| alternative curriculum for special education: The Resilience Formula Donna M. Volpitta, Joel David Haber, Ph D Joel Haber, 2012-03-01 The Resilience Formula is a plan for proactive parenting- parenting that actively considers how to teach resilience to children through everyday challenges. Many parenting books tell us what makes a good parent. It is not easy, however, to find information about how to be that type of parent, particularly when strong emotions come into play. In this book, we provide: 1- A FRAMEWORK for handling challenges, big and small; 2- LESSONS about how to script language to make your child more independent; and 3- A PLAN to help you transform challenges into opportunities to teach resilience. |
| alternative curriculum for special education: A Teacher's Guide to Special Education David F. Bateman, Jenifer L. Cline, 2016-06-27 Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students’ needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA). What is their role? What are their responsibilities? What are the roles and rights of parents? And what must all teachers do to ensure that students with disabilities and other special needs receive the quality education they’re entitled to? In this practical reference, David F. Bateman—bestselling author of A Principal’s Guide to Special Education—and special education administrator Jenifer L. Cline clarify what general education teachers need to know about special education law and processes and provide a guide to instructional best practices for the inclusive classroom. Topics covered include The pre-referral, referral, and evaluation processes Individualized education programs (IEPs) and the parties involved Accommodations for students who do not quality for special education, including those covered by Section 504 Transition from preK to K–12 and from high school to postschool life Classroom management and student behavior Educational frameworks, instructional strategies, and service delivery options Assessment, grades, graduation, and diplomas The breadth of coverage in this book, along with its practical examples, action steps, and appendixes covering key terms and definitions will provide the foundation all K–12 teachers need to successfully instruct and support students receiving special education services. It’s an indispensable resource for every general education classroom. |
| alternative curriculum for special education: Participatory Evaluation for Special Education and Rehabilitation Darrell R. Lewis, David R. Johnson, David L. Braddock, 2000 Lewis and Johnson lay out a clear nine-step method for identifying and weighting the importance of disparate goals and outcomes. These consensus-building evaluation techniques are well suited for administrators in the field of disabilities. |
| alternative curriculum for special education: Alternate Assessment for Students with Significant Cognitive Disabilities Harold L. Kleinert, Jacqui Farmer Kearns, 2010 Develop effective alternate assessment based on alternate achievement standards (AA-AAS). With this practical guidebook, K-12 educators will modify assessments and ensure high-quality instruction that leads to better outcomes. |
| alternative curriculum for special education: How to Grade for Learning Ken O'Connor, 2017-10-04 Implement standards-based grading practices that help students succeed! Classroom assessment methods should help students develop to their full potential, but meshing traditional grading practices with students’ achievement on standards has been difficult. Making lasting changes to grading practices requires both knowledge and willpower. Discover eight guidelines for good grading, recommendations for practical applications, and suggestions for implementing new grading practices as well as: ? The why’s and the how-to’s of implementing standards-based grading practices ? Tips from 48 nationally and internationally known authors and consultants ? Additional information on utilizing level scores rather than percentages ? Reflective exercises ? Techniques for managing grading more efficiently |
| alternative curriculum for special education: Helping Students Graduate Franklin Schargel, Jay Smink, 2013-10-31 This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities. |
| alternative curriculum for special education: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| alternative curriculum for special education: Special Needs Advocacy Resource Book: What You Can Do Now to Advocate for Your Exceptional Child's Education , |
| alternative curriculum for special education: Alternate Assessments Based on Alternate Achievement Standards William D. Schafer, Robert W. Lissitz, 2009 Discover what really works in alternate assessment based on alternate achievement standards. This book gathers cutting-edge knowledge and best practices in seven states to help readers work toward accurate assessment of students with severe disabilities. |
| alternative curriculum for special education: What Every Principal Needs to Know About Special Education Margaret J. McLaughlin, Victor Nolet, 2004 This book is written as an easily accessible guide for headteachers and other general education administrators who administer and/or interact with special education programmes and services in their schools. The book is designed to provide basic foundational knowledge of special education that every headteacher needs in order to lead effectively, as well as examples for how to create effective special education. In this era of universal accountability for improving student achievement and school wide improvement planning, it is imperative that headteachers understand fully the key components of special education. Headteachers may need basic legal and/or procedural information, but more important are the understandings about who gets into special education as well as current thinking about how to educate children with diverse disabilities. |
| alternative curriculum for special education: Community-based Instruction Barbara A. Beakley, Sandy L. Yoder, Lynda L. West, 2003 This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB). |
| alternative curriculum for special education: Teacher Proof Tom Bennett, 2013-07-04 ‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating Essex Do the findings from educational science ever really improve the day-to-day practice of classroom teachers? Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were born the crisis in research right now how research is commissioned and used by the people who make policy in the UK and beyond the provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’t the different way that data can be analysed what happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’ |
| alternative curriculum for special education: Inclusion Practices with Special Needs Students Steven I Pfeiffer, Linda A Reddy, 2014-01-02 Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom! Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the school as providing educational and psychoeducational services for students to providing educational supports for learning. Coinciding with these changes is the growing movement in special education that enourages full inclusion of students with special needs. This is a far cry from the exclusionary and separatist movements of special education less than twenty years ago. Now American education is facing the challenging situation of working with students with disabilities in the regular classroom. Inclusion Practices with Special Needs Students provides a much needed overview of the issues faced by educators committed to understanding how to best serve children with disabilities in schools. Inclusion Practices with Special Needs Students: Theory, Research, and Application provides an overview of the origins, evolution, and recent developments regarding the inclusion of students with disabilities into general education classrooms. The book critically challenges the overriding assumptions that support the philosophy of inclusion with a balanced presentation or research and theory that both supports and raises questions about the viability of this practice. The contributors are authorities in their respective areas of inclusionary practices. Some of the issues you will explore in Inclusion Practices with Special Needs Students are: political, fiscal, and legal events that have shaped inclusion practices implications for school psychologists handling students with serious emotional, behavioral, or developmental problems remaining in regular education agenda for future research priorities for research, training, and policy reform Inclusion Practices with Special Needs Students addresses practical, psychoeducational, philosophical, legal, ethical, and financial issues surrounding the inclusionary initiative in special education. |
| alternative curriculum for special education: Baby Steps Millionaires Dave Ramsey, 2022-01-11 You Can Baby Step Your Way to Becoming a Millionaire Most people know Dave Ramsey as the guy who did stupid with a lot of zeros on the end. He made his first million in his twenties—the wrong way—and then went bankrupt. That’s when he set out to learn God’s ways of managing money and developed the Ramsey Baby Steps. Following these steps, Dave became a millionaire again—this time the right way. After three decades of guiding millions of others through the plan, the evidence is undeniable: if you follow the Baby Steps, you will become a millionaire and get to live and give like no one else. In Baby Steps Millionaires, you will . . . *Take a deeper look at Baby Step 4 to learn how Dave invests and builds wealth *Learn how to bust through the barriers preventing them from becoming a millionaire *Hear true stories from ordinary people who dug themselves out of debt and built wealth *Discover how anyone can become a millionaire, especially you Baby Steps Millionaires isn’t a book that tells the secrets of the rich. It doesn't teach complicated financial concepts reserved only for the elite. As a matter of fact, this information is straightforward, practical, and maybe even a little boring. But the life you'll lead if you follow the Baby Steps is anything but boring! You don’t need a large inheritance or the winning lottery number to become a millionaire. Anyone can do it—even today. For those who are ready, it’s game on! |
| alternative curriculum for special education: The Young Child and Mathematics Juanita V. Copley, 2010 Reflects recent developments in math education using vignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Incorporates standards and guidelines from NCTM and NAEYC. |
| alternative curriculum for special education: Critical Perspectives on White Supremacy and Racism in Canadian Education Arlo Kempf, Heather Watts, 2024-03-12 Critical Perspectives on White Supremacy and Racism in Canadian Education shows how K-12 schooling continues to produce and maintain white supremacist and colonial logics and questions the alternate future of schooling in Canada. It argues that white supremacy and race in schooling are present in colonial-centered approaches to teacher education, formal and informal exclusion through curriculum development, and persistent failed commitments to racial justice and decolonization. These themes guide the organization of this collection, which is further underpinned by theoretical perspectives, including critical race theory, anti-Blackness theory, abolition, and anticolonial theory. Contributions are drawn from classroom teachers, community educators, and pre-service teacher educators and are powerfully informed by first-hand accounts as well as stories of teachers and teacher candidates. Combining theory with practice, this edited volume will be important reading for advanced undergraduate and postgraduate students in social justice education, multicultural education, and Indigenous studies. It will also be beneficial reading for antiracist and Indigenous education researchers, as well as policymakers and practitioners within critical education. |
ALTERNATIVE Definition & Meaning - Merriam-Webster
The meaning of ALTERNATIVE is offering or expressing a choice. How to use alternative in a sentence. Synonym Discussion of Alternative.
ALTERNATIVE | English meaning - Cambridge Dictionary
ALTERNATIVE definition: 1. An alternative plan or method is one that you can use if you do not want to use another one: 2…. Learn more.
ALTERNATIVE Definition & Meaning | Dictionary.com
Alternative definition: a choice limited to one of two or more possibilities, as of things, propositions, or courses of action, the selection of which precludes any other possibility.. See …
ALTERNATIVE definition and meaning | Collins English Dictionary
Alternative is used to describe something that is different from the usual things of its kind, or the usual ways of doing something, in modern Western society. For example, an alternative …
Alternative - Wikipedia
Alternative (Kamen Rider), a character in the Japanese TV series Kamen Rider RyukiAlternative comics, or independent comics are an alternative to mainstream superhero comics; Alternative …
Alternative - definition of alternative by The Free Dictionary
Define alternative. alternative synonyms, alternative pronunciation, alternative translation, English dictionary definition of alternative. n. 1. a. One of a number of possible choices or courses of …
alternative noun - Definition, pictures, pronunciation and usage …
alternative something that you can choose to have or do out of two or more possibilities: You can be paid in cash weekly or by cheque monthly: those are the two alternatives. option, choice or …
What does alternative mean? - Definitions.net
Alternative refers to one or more options or choices available as a substitute or replacement to the existing one. It generally denotes the possibility of choice between two or more things. In …
Alternative Definition & Meaning | Britannica Dictionary
ALTERNATIVE meaning: 1 : offering or expressing a choice; 2 : not usual or traditional often used to describe something that is more natural or that causes less pollution than the usual product, …
alternative - WordReference.com Dictionary of English
a choice among only two possibilities such that if one is chosen, the other cannot be chosen: Here are the alternatives: surrender or die. one of these choices: The alternative to riding is walking. …
ALTERNATIVE Definition & Meaning - Merriam-Webster
The meaning of ALTERNATIVE is offering or expressing a choice. How to use alternative in a sentence. Synonym Discussion of Alternative.
ALTERNATIVE | English meaning - Cambridge Dictionary
ALTERNATIVE definition: 1. An alternative plan or method is one that you can use if you do not want to use another one: 2…. Learn more.
ALTERNATIVE Definition & Meaning | Dictionary.com
Alternative definition: a choice limited to one of two or more possibilities, as of things, propositions, or courses of action, the selection of which precludes any other possibility.. See …
ALTERNATIVE definition and meaning | Collins English Dictionary
Alternative is used to describe something that is different from the usual things of its kind, or the usual ways of doing something, in modern Western society. For example, an alternative …
Alternative - Wikipedia
Alternative (Kamen Rider), a character in the Japanese TV series Kamen Rider RyukiAlternative comics, or independent comics are an alternative to mainstream superhero comics; Alternative …
Alternative - definition of alternative by The Free Dictionary
Define alternative. alternative synonyms, alternative pronunciation, alternative translation, English dictionary definition of alternative. n. 1. a. One of a number of possible choices or courses of …
alternative noun - Definition, pictures, pronunciation and usage …
alternative something that you can choose to have or do out of two or more possibilities: You can be paid in cash weekly or by cheque monthly: those are the two alternatives. option, choice or …
What does alternative mean? - Definitions.net
Alternative refers to one or more options or choices available as a substitute or replacement to the existing one. It generally denotes the possibility of choice between two or more things. In …
Alternative Definition & Meaning | Britannica Dictionary
ALTERNATIVE meaning: 1 : offering or expressing a choice; 2 : not usual or traditional often used to describe something that is more natural or that causes less pollution than the usual product, …
alternative - WordReference.com Dictionary of English
a choice among only two possibilities such that if one is chosen, the other cannot be chosen: Here are the alternatives: surrender or die. one of these choices: The alternative to riding is walking. …
