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| Fulfilling the Mandate of Access to the General Education Curriculum for Students with Significant Disabilities |
| Sunday, May 28, 2006 |
| 3:00 PM–4:20 PM |
| Regency VI |
| Area: DDA; Domain: Applied Research |
| Chair: Fred Spooner (University of North Carolina, Charlotte) |
| Discussant: Fred Spooner (University of North Carolina, Charlotte) |
| Abstract: With current legislation (No Child Left Behind, 2002), alternate assessments must address : the domains of language arts/reading, math, and science and reflect access to the general curriculum. The purpose of this symposium is to extend the work we have done the last three years, and continue to explore the mandate of accessing the general curriculum for students with significant cognitive disabilities. The first study presented by investigators from UNC Charlotte will examine outcomes from a study designed to assess the acquisition of Algebra skills by high school students with moderate disabilities. A multiple baseline across three individuals design demonstrated the attainment of a nine step task analysis implemented via a constant time-delay to procedure to complete an algebraic equitation. In the second presentation, authors from Vanderbilt University examine the association between the level of maintenance of peer support programs for students with severe disabilities in secondary programs and selected special education teacher resources and the perspectives of special education teachers toward inclusion. The authors of the third presentation from the University of Illinois will examine the impact of universal design via a multiple baseline design across classes to evaluate student engagement and participation in high school health classes |
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| Teaching Algebra to High School Students with Moderate Disabilities. |
| BREE JIMENEZ (University of North Carolina, Charlotte), Fred Spooner (University of North Carolina, Charlotte) |
| Abstract: Math instruction for students with moderate disabilities has typically been defined by skills such as money management, time telling, basic number identification, and one-to-one correspondence. For students with moderate developmental disabilities, there is emphasis on teaching math skills that are functional and promote lifelong independence (e.g., one-more than strategy). The expectation of high stakes testing has raised the standard of teaching academics skills to students with moderate and severe disabilities. The purpose of this study was to assess the effects of systematic instruction on the acquisition of algebraic problem-solving skills of high school students with moderate cognitive disabilities by extending what we already know about teaching math skills to include age-appropriate general curriculum instruction for high school students with moderate disabilities. Using a 9-step task analysis and a time-delay procedure, three students learned how to complete an algebraic equation in order to complete a functional task. |
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| Variables Influencing the Sustainability of Peer Support Programs. |
| NITASHA M. CLARK (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: This study examines the association between the level of maintenance of peer support programs for students with severe disabilities in secondary programs and selected special education teacher resources and the perspectives of special education teachers toward inclusion. Study participants included 17 special education teachers from 8 middle school and high school programs implementing peer supports with Project Access. The primary dependent variable included the percentage of access to the general education curriculum (consistency and contact), the percentage of social interactions, and the quality of social interactions. Statistical test indicate selected special education teacher resources and the perspectives of special education teachers toward inclusion influence the maintenance of peer support programs. The results are discussed in terms of current educational practices for maintaining peer support program for secondary students with severe disabilities in inclusive settings. |
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| Impact of Universally Designed High School Health Classes on Student Engagement and Participation. |
| STACY DYMOND (University of Illinois, Champaign), Adelle Renzaglia (University of Illinois, Champaign) |
| Abstract: This study investigated the use of universal design for learning (UDL) strategies to provide access to the general curriculum for students with severe intellectual disabilities in an inclusive, high school Health class. A multiple baseline across classes design was used to measure student outcomes in four sections of the class. Observations were conducted to determine student outcomes in the areas of engagement and participation. Reflections on the process of creating UDL classes at the high school level will be shared in light of the findings. |
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