Standards-Based Learning for Students With Disabilities

, by Glatthorn, Allan A.; Craft-Tripp, Marsha

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ISBN: 9781930556010 | 1930556012
Cover: Paperback
Copyright: 4/1/2000

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This book describes in detail how educators can apply curriculum standards, performance standards and opportunity standards to improve education of special learners. It provides practical examples which show you how to: - develop and implement standards-based IEPs - use curriculum standards and benchmarks to develop long term plans - develop performance tasks for students with disabilities - develop curriculum units for students with disabilities This book shows you that students with disabilities can profit from and be involved with the types of standards currently used with other students.

Meet the Authors

Acknowledgments

Preface

xiii

Part I: Seeing the Big Picture

(32)

Understanding Standards-Based Learning

(12)

Understanding the Concept of Standards

(1)

The Central Goal

(1)

The Foundation Elements

(4)

School and Classroom Culture

(3)

School and Classroom Climate

(1)

Opportunity Standards

(1)

The Key Attributes

(1)

Curriculum Standards

(1)

Planning Standards

(1)

Performance Tasks and Units

(1)

Performance Assessments and Standards

(1)

Standards for Effective Teaching

(1)

Facilitative Components

(1)

Individualized Educational Program

(1)

Appropriate Structures

(1)

A Concluding Note

(1)

References

(2)

Understanding Students with Disabilities

(18)

The General Picture

(1)

Learning Disabled

(2)

Understanding Learning Disability

(1)

Helping the Learning Disabled

(1)

Emotionally Disabled

(2)

Understanding the Emotionally Disabled

(1)

Helping the Emotionally Disabled

(1)

Attention Deficit Disorder

(3)

Definition of Attention Deficit Disorder

(1)

Major Characteristics of Attention Deficit Disorder

(1)

Difficulty Sustaining Attention

(1)

Difficulty Controlling Impulses

(1)

A Problem with Too Much Behavior

(1)

Using Effective Strategies

(1)

Mentally Disabled

(1)

Understanding the Mentally Disabled

(1)

Using Effective Strategies

(1)

Less Common Disabilities

(3)

Multiple Disabilities

(1)

Other Health Impaired

(1)

Speech or Language Impaired

(1)

Deaf or Hearing Impaired

(1)

Blind or Visually Impaired

(1)

Orthopedically Impaired

(1)

Deaf and Blind

(1)

Autistic

(1)

Traumatic Brain-Injured

(1)

A Concluding Note

(1)

References

(3)

Part II: The Foundation Elements

(44)

Developing a School Culture that Meets the Standards

(14)

Understanding the Concept of Culture and its Related Elements

(6)

The Core Values

(5)

The Norms of Behavior

(1)

The Surface Manifestations

(1)

Understanding School Climate

(1)

Analyzing and Modifying the Hidden Curriculum

(1)

A Concluding Note

(3)

References

(1)

Developing a Standards-Based Learning Community

(16)

Understanding the Nature of a Learning Community

(4)

Belonging

(1)

Caring

(1)

Acting Responsibly

(1)

Appreciating Similarities and Differences

(3)

Cooperating and Collaborating

(2)

Experiencing a Curriculum of Community

(1)

Learning in an Inviting Environment

(1)

Using the Power of Disabled Students to Affect Their Own Education

(1)

A Concluding Note

(1)

References

(2)

Assessing Opportunity Standards and Accepting the Constraints

(12)

Opportunity Standards for Special Education

(2)

Meeting the Opportunity Standards

(2)

Accepting the Constraints: The Individualized Educational Program

(4)

The IEP Team

(1)

Components of the IEP

(1)

Least-Restrictive Environment

(1)

Transition Services

(1)

Reporting of Progress on the IEP

(1)

Assessment

(1)

Role of the Parent

(1)

Extended School Year

(1)

Special Considerations in Developing an IEP

(1)

Other Regulations

(2)

Protections for Children Not Yet Eligible for Services

(1)

Initial Evaluations

(1)

Reevaluation

(1)

Discipline

(1)

A Concluding Note

(1)

References

(2)

Part III: The Key Factors

(88)

Using Curriculum Standards

(26)

Acquiring the Essential Knowledge

(6)

Types of Curriculum

(3)

Standards

(1)

Performance Tasks and Assessments

(1)

Performance Tasks

(1)

Performance Assessments

(1)

Understanding the Hallmarks of a Quality Special Education Curriculum

(2)

The Three-Part Curriculum: The Regular Curriculum

(5)

The Three-Part Curriculum: The Special Curriculum

(5)

Identifying Standards

(2)

Identifying the Benchmarks

(2)

Adding Life Skills to the Special Curriculum

(1)

The Three-Part Curriculum: The Individual Curriculum

(1)

Assembling the Components of the Written Curriculum

(4)

Developing the Scope and Sequence Chart

(2)

Developing the Curriculum Guide

101

(2)

Developing IEPs from the Three Parts

103

(1)

A Concluding Note

104

(1)

References

104

(1)

Using Curriculum Standards and Benchmarks to Develop Long-Term Plans

105

(8)

Develop an Appropriate Form

107

(1)

Decide on the Number of Units

108

(1)

Reflect About the Types of Units

109

(1)

Choosing Unit Titles

110

(1)

Determine the Sequence of Units

110

(1)

Take the Final Steps

111

(2)

Developing Performance Tasks for Students with Disabilities

113

(8)

Understand the Nature of Performance Tasks

115

(1)

Take the First Steps: Review Standards, Benchmarks, and Unit Titles

116

(1)

Design the Performance Task

117

(2)

Conduct a Formal Evaluation of the Task

119

(1)

A Concluding Note

119

(1)

References

119

(2)

Developing Curriculum Units for Students with Disabilities

121

(12)

Understand the Importance of Unit Planning

123

(1)

Understand How to Improve Existing Units

123

(1)

Take the Initial Steps

124

(2)

Take the Next Steps

126

(4)

Prepare the Unit for Evaluation

130

(1)

Arrange for Evaluation of the Unit

131

(1)

Reference

131

(2)

Making Performance Assessments That Meet the Standards

133

(14)

Use Individualized Curriculum-Based Assessment

135

(2)

Use Readiness Assessment at the Start of the Unit

137

(1)

Use Formative Assessment to Evaluate Progress

137

(1)

Use the Portfolio to Demonstrate Learning in Progress

138

(1)

Use Rubrics to Guide Student and Teacher Assessment

139

(4)

Use Performance Assessment to Evaluate Achievement

143

(2)

Use Assessment Data to Make Adjustments

145

(1)

References

146

(1)

Using Standards to Improve Teaching and Learning

147

(18)

General Models

149

(2)

Matching Learning Styles

149

(2)

Multiple Intelligences Models

151

(1)

Cooperative Learning Models

151

(7)

Technology-Assisted Models

153

(1)

Instructional Technology

153

(1)

Assistive Technology

154

(1)

Peer Tutoring Models

154

(1)

Direct Instruction Models

155

(1)

Constructivist Models

156

(1)

Specific Strategies

157

(1)

Using a Problem-Solving Approach

158

(3)

Describe the Behaviour

158

(1)

Analyze the Likely Causes

159

(1)

Review the Knowledge Base

159

(1)

Offering and Evaluating Solutions

160

(1)

Using Standards for Teaching

161

(1)

References

161

(4)

Part IV: The Facilitating Components

165

(23)

Developing and Implementing Standards-Based IEPs

167

(12)

Using Previous Decisions in Developing an IEP

169

(4)

Using the Long-Term Plan

173

(2)

Using Performance Tasks

175

(1)

Using Performance Assessment

175

(3)

Using Teaching Standards

178

(1)

References

178

(1)

Using Learning Structures That Meet the Standards

179

(9)

Use Appropriate Curriculum Structure

181

(2)

Vary the Instructional Source

183

(1)

Use Time Flexibly

184

(1)

Use Grouping Strategies Flexibly

185

(1)

Tracking

185

(1)

Within-Class Grouping

185

(1)

Homogeneous Grouping

186

(1)

Use Small Group and Individual Instruction

186

(2)

Small Groups

186

(1)

Individual Instruction

187

(1)

Whole-Class Instruction

187

(1)

A Concluding Note

188

(1)

References

188

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Standards-Based Learning for Students With Disabilities

Summary

Table of Contents

Supplemental Materials