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| Accessing the General Curriculum for Students with Significant Disabilities |
| Sunday, May 30, 2004 |
| 9:00 AM–10:20 AM |
| Constitution B |
| Area: DDA/EDC; Domain: Applied Research |
| Chair: Fred Spooner (University of North Carolina, Charlotte) |
| Discussant: Fred Spooner (University of North Carolina, Charlotte) |
| Abstract: . |
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| A Comprehensive Literature Review of Databased Studies Investigating Access to the General Curriculum: 1975-2003 |
| FRED SPOONER (University of North Carolina, Charlotte), Diane Browder (University of North Carolina, Charlotte), Lynn Ahlgrim Delzell (University of North Carolina, Charlotte), Claudia Flowers (University of North Carolina, Charlotte), Bob Algozzine (University of North Carolina, Charlotte) |
| Abstract: The presentation will feature the results of a comprehensive literature review conducted as component of a larger study exploring access to the general curriculum for students with significant disabilities. Researchers utilized electronic search system North Carolina Libraries for Virtual Education (NC LIVE) to access databases of Educational Resources Information Center (ERIC), Masterfile Premier, Academic Search Elite, and PsychINFO. The review included data based intervention studies, published in peer reviewed journals between 1975 and 2003, in which the target populations were students with significant disabilities and the target skills were consistent with the standard curriculum. Populations in the studies included students with moderate and severe mental retardation, autism, significant cognitive or developmental disabilities, and multiple disabilities. Results of the review indicated that language arts skills were taught most frequently, primarily related to functional reading. Math associated with money and purchasing was also evident in the literature review. Science, social studies, and sub-skills of those content areas appeared with a very low frequency in the literature of interventions with students with significant disabilities. |
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| Students with Significant Cognitive Disabilities Accessing the General Curriculum in High School Science Classes |
| STACY DYMOND (University of Illinois), Adelle Renzaglia (University of Illinois) |
| Abstract: The use of universal design to redesign high school science classes in ways that enable students with significant cognitive disabilities to access, participate, and progress in the general curriculum in inclusive school and community settings is being investigated in an urban high school. A multiple baseline across courses is being implemented to evaluate the impact of the course redesign. Baseline data are being collected across multiple sections of one course, and then course redesign is being completed for one section while the other sections remain in baseline. Multiple methods of data collection are being used including direct observations, surveys, interviews, and document review. Through direct observation, baseline and intervention data are being collected documenting the use/lack of use of universal design for learning strategies. Additionally, student data regarding instructional engagement, peer interaction, teacher interaction and type of instructional participation are being taken using 10 second interval time samples. Data for students with significant cognitive disabilities as well as students without disabilities are being collected during baseline and intervention. Results of the redesign process across two sections of a science course will be presented. |
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| Using Large-scale Measurement of Program Quality to Improve Educational Services |
| CRAIG H. KENNEDY (Vanderbilt University), Terry Long (Vanderbilt University), Terry Wallis (Vanderbilt University), David Cordray (Vanderbilt University) |
| Abstract: Little is known about the large-scale adoption of best practices in educational settings. We report the use of a statewide assessment system to evaluate the implementation of best practices in local education agencies (LEAs) in the state of Tennessee. The system requires teachers of students with severe disabilities to annually submit portfolios of information relating to the type of instruction a student receives and data regarding progress made toward educational goals. These portfolios are then scored by trained teams of educators and assigned a quantitative index reflecting program quality. The information is then publicly reported at the local education agency, school building, and individual classroom levels. Our findings over the last 3 years show that the system has been adopted by 95% of LEAs, the data are scored by LEA teachers within acceptable interobserver agreement ranges, and that the portfolios have a high degree of congruent validity when indexed against actual classroom practices. In addition, there has been a continual improvement in the scores achieved by teachers over the three years of study. |
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