A Model for Aligning Self-Determination and General Curriculum Standards
Ms. Smith and Ms. Alvarez, special education teachers at Harris Middle School, have had many conversations about how to balance all their responsibilities. They are accountable for teaching academic content standards, and they also must address their students' individual needs, including self-d...
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| Published in | Teaching exceptional children Vol. 40; no. 3; pp. 53 - 64 |
|---|---|
| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.01.2008
Council for Exceptional Children SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
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| Abstract | Ms. Smith and Ms. Alvarez, special education teachers at Harris Middle School, have had many conversations about how to balance all their responsibilities. They are accountable for teaching academic content standards, and they also must address their students' individual needs, including self-determination skills. They often wonder, “How can we do it all given our limited time and resources?” |
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| AbstractList | Researchers and practitioners have emphasized the importance of teaching self-determination skills to students with disabilities for more than a decade. One major barrier to teaching self-determination in recent years has been teachers' not knowing how to focus on reading, writing, and mathematics and simultaneously teach self-determination skills. Thoma, Nathanson, Baker, and Tamura found that the majority of teachers they surveyed taught self-determination only informally and had never heard of published curricula and instructional methods for teaching self-determination. With higher stakes for demonstrating academic skills, teachers and districts need models of how to integrate other relevant skills into teaching the important academic content. A dual focus on self-determination and academic skills is crucial for all students' success. In response to these concerns, the authors developed a model to help practitioners integrate self-determination skills into the general academic curriculum. Planning worksheets guide teachers through the process and can be applied to instructional decision-making for an individual student or for a group of students. The model is designed for teachers to begin using immediately, even before they have adjusted their individualized education programs (IEPs) to match the model. However, the process is recursive: Eventually, when teachers become more comfortable with the model and when they more fully involve their students in the IEP process, they will more naturally develop IEP goals that make this process even easier. (Contains 6 figures.) Next, they will talk with their principal about (a) scheduling some additional common planning time with the general education teachers to help them implement this planning approach, and (b) arranging for them to lead an inservice session to train other teachers in their school. Ms. Smith and Ms. Alvarez, special education teachers at Harris Middle School, have had many conversations about how to balance all their responsibilities. They are accountable for teaching academic content standards, and they also must address their students' individual needs, including self-determination skills. They often wonder, “How can we do it all given our limited time and resources?” |
| Author | Fowler, Catherine H. Test, David W. Walker, Allison R. Konrad, Moira Wood, Wendy M. |
| Author_xml | – sequence: 1 givenname: Moira surname: Konrad fullname: Konrad, Moira email: konrad.14@osu.edu – sequence: 2 givenname: Allison R. surname: Walker fullname: Walker, Allison R. – sequence: 3 givenname: Catherine H. surname: Fowler fullname: Fowler, Catherine H. – sequence: 4 givenname: David W. surname: Test fullname: Test, David W. – sequence: 5 givenname: Wendy M. surname: Wood fullname: Wood, Wendy M. |
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| Snippet | Ms. Smith and Ms. Alvarez, special education teachers at Harris Middle School, have had many conversations about how to balance all their responsibilities.... Researchers and practitioners have emphasized the importance of teaching self-determination skills to students with disabilities for more than a decade. One... Next, they will talk with their principal about (a) scheduling some additional common planning time with the general education teachers to help them implement... |
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| SubjectTerms | Academic Education Curriculum Decision Making Disabilities Educational Strategies Individualized Education Programs Individualized Instruction Self Determination Skill development Special education State laws Student Needs Students Surveys Teacher Attitudes Teaching Methods |
| Title | A Model for Aligning Self-Determination and General Curriculum Standards |
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