Curriculum access for students with low-incidence disabilities: The promise of universal design for learning. Lastly, the UDL framework is discussed in terms of increasing access to the general curriculum for students with low-incidence disabilities. Approaches for enabling students with low-incidence disabilities to participate in state- and district-level assessment systems are included. In a nutshell, they’re a set of resources designed to allow special needs students to have better. Educators classify curriculum modification as a type of educational strategy. Planning models used for students with low-incidence disabilities are discussed including the Individualized Educational Plan (IEP), Person-centered Planning, Group Action Planning (GAP), Making Action Plans (MAPs), Planning Alternative Tomorrows with Hope (PATH), and Circle of Friends. Read all about it here Curriculum modification consists of the adjustments educators make to curriculums to make them accessible for students with special needs. A quality education for students with low-incidence disabilities will be a blending of curriculum, designed to address disability-specific or unique needs and curriculum designed for optimal functioning. The general curriculum is defined as the overall plan for instruction adopted by the school or school system. Physical facilities, technology, media and materials, and human resources all contribute to the quality of what transpires in schools and there remains great disparity across communities. Low-incidence disabilities are defined and described under the categories of blind/low vision, deaf/hard-of-hearing, deaf-blind, significant developmental delay, significant physical and multiple disability, and autism spectrum.Ĭurriculum and instructional practices that are currently used with students with low-incidence disabilities are discussed. UDL is designed to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background. Addressing the intense and complex needs of students with low-incidence disabilities is described according to IDEA ’97. Additionally, public schools often struggle to find a least restrictive environment for these students within their own local school system. The rarity of students with these disabilities in public schools often poses significant challenges for local schools to meet their needs.
Low-incidence disabilities such as blindness, low vision, and deafness rarely exceed 1% of the school-aged population at any given time. Universal design for learning (UDL) is discussed as a theoretical framework to guide the design and development of learning environments that represent materials in flexible ways and offers a variety of options for learners to comprehend information, demonstrate their knowledge and skills, and be motivated to learn. The Individuals with Disabilities Education Act (IDEA) of 19 set forth requirements to improve access to the general curriculum for students with low-incidence disabilities. National Center on Accessing the General Curriculum (NCAC) Date
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