A Four-Step Process for Accessing the General Curriculum for Students With Significant Cognitive Disabilities

Clayton, Jean; Burdge, Michael; Denham, Anne; Kleinert, Harold L.; Kearns, Jacqui
May 2006
Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p20
Academic Journal
The article presents information on a four step learning strategy for accessing the general curriculum for students with significant cognitive disabilities in the United States. This four-step model is helpful in assisting teachers to align their instruction to the content standards for all students to ensure whether the learning is matched to the Individualized Education Program (IEP) objectives. The first step is to identify how the appropriate state content standard is linked to curriculum and instructions and how it helps the identification of the lesson plan addresses. The second step is to define the outcome of instruction and specify the learning outcomes for the specific instructional unit. The third step identifies and analyses the instructional activities to teach the grade level content standards to ensure an equitable access to the students with cognitive disabilities to the general curriculum and instructions. The step four is the Target Specific Objectives from the IEP for instruction that overlap with step 1.


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