Access to General Curriculum for Students with Significant Cognitive Disabilities

Diane M. Browder, PhD

Tracie-Lynn Zakas

University of North Carolina at Charlotte

Something is happening to curriculum for students with significant disabilities

Access to general curriculum

Where did the idea originate? Why has this idea persisted? Is there any research to support it? What happens to functional life skills?

Whose Idea Was Access to General Curriculum? Momentum of

increasing expectations

Serendipity in federal policy

Changing Curricular Context for Students with Significant Disabilities Early 1970s

Adapting infant/ early childhood curriculum for students with significant disabilities of all ages

1980s Rejected

“developmental model” Functional, life skills

curriculum emerged

1990s Also: social inclusion

focus Also: self

determination focus 2000

General curriculum access (academic content)

Plus earlier priorities (functional, social, self determination)

Serendipity

ser·en·dip·i·ty    (srn-dp-t)  

NOUN: pl. ser·en·dip·i·ties The faculty of making fortunate discoveries by

accident. The fact or occurrence of such discoveries. An instance of making such a discovery.

IDEA 1997

All students have access to general curriculum content

All students assessed on state standards Creation of alternate

assessment

All? Content? What is an alternate

assessment?

No Child Left Behind

Schools accountable for ALL students

AYP in language arts/reading, math, and science

Did you say ALL? Schools are

accountable?

NCLB Regulations/ Guidance

AYP: can use alternate achievement standards for up to 1% of Ss with SCD

These standards must be based on academic content linked to grade level

Really reading? Really math? Science??

What promoted general curriculum access….

A national focus on reading, math, and science…

Includes all students (yes, including Ss with significant cognitive disabilities)…

Schools report as part of AYP (yes, including Ss with

significant cognitive disabilities)

Why has the idea of general curriculum access persisted? False starts and new

hopes Research on AA

Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. Journal of Special Education, 37, 211-233.

UNC Charlotte Research on Alignment of Alternate Assessments New hopes (strong

links to standards) Math

Compare volumes of more and less

Use strategies such as counting, measuring, to determine possible outcomes in problem solving

Reading Answer questions related

to story Identify pattern in familiar

story

False starts (weak link to standards)

Math Replace rollers in

beauty parlor Measure growth of

fingernails Reading

Show anticipation on roller coaster

Attend to visual stimuli

Have we gotten carried away with our hopefulness?

What does research indicate about whether students with moderate and severe disabilities can learn academics?

Reading: Mostly sight words (without comprehension)

Literature Review Categories for Reading128 experiments (119 articles)

36

117

135

31

0

20

40

60

80

100

120

140

Fluency Vocab Phonics PhonemicAwareness

Comp

Components of Reading

Fre

qu

ency

Browder, D. Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, R.F. (2006). A comprehensive review of reading for students with significant cognitive disabilities. Exceptional Children. 72, 392-410.

Math: Mostly moneyLiterature Review Categories for Math

55 experiments (53 articles)

15

30

10

20

0

5

10

15

20

25

30

35

Numbers andoperations

Measurement Data analysis Geometry Algebra

Browder, D., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (in submission). A comprehensive review of research to teach math to students with significant cognitive disabilities.

Science: Almost nothing!

0 0 0

1

0

9

00

1

2

3

4

5

6

7

8

9

10

Science as

inquiry

Physical science Life science Earth and space

science

Science and

technology

Personal and

social

perspectives

History and

nature

Courtade-Little, G., Spooner, F., & Browder, D. (Accepted). A literature review of science for students with significant disabilities. Research and Practice in Severe Disabilities.

Evidence?

Known How to use systematic

prompting and fading to teach some academic skills

How to apply for students with severe as well as moderate disabilities

Sight words and money!!!!!!!!!!!!!

Learning as we go How to extend to other

areas of academic content

How to adapt for students with most significant disabilities

Have we lost sight of the big picture?

Functional life skills Preparation for adult

life in the community

Academics vs. Life Skills

Both can be taught; both are important Academics can be taught in ways that are meaningful We do not know what students can learn until we try

teaching the content Life skills are not a prerequisite to learning academics Students who are not disabled do not have to master all

life skills to be eligible to learn to read; double standard Balance is needed-in planning IEPs and developing daily

schedule

Questions and Review

Where did the idea of teaching more academic content to students with significant disabilities?How is it part of an ongoing evolution of curriculum

for this population?How is it meant to “add to” not “replace” the

teaching of functional life skills? What might we “off load” so there is time and energy to

teach more academics?

Your questions and comments

Knowledge Needed to Implement General Curriculum Content A clear understanding of what it means to

teach general curriculum content linked to grade level standards

Examples of interventions teachers can follow as models for planning instruction

Social validation from students and parents that goals and outcomes are valued and meaningful

What is Access to

General Curriculum Content?

Access to the general curriculum for students who in the past focused solely on functional or remedial academics requires NEW THINKING ABOUT CURRICULUM

What Is Access to General Curriculum Content? Browder, D.M., Wakeman, S.Y.,

Flowers, C., Rickelman, R.J., Pugalee, D., & Karvonen, M. (Accepted). Creating access to the general curriculum with links to grade level content for students with significant cognitive disabilities. Journal of Special Education.

Seven Criteria for Access to the General Curriculum Four derived from

federal policy Three based on needs

of population

Criterion 1: The Content is AcademicSelf check I am familiar with my state standards I know the major strands of math, science,

language arts/ reading I collaborate with general education teachers I realize that this might be difficult I may need to commit to some research and

self-study to learn my state standards

Criterion 2- The student’s assigned grade level is the point of reference Middle School (Grades (6-8) Literature of Focus: The Call of the Wild by

Jack London Students read chapters of book on grade level and

make diagram (e.g., fishbone) of story events describing cause and effect with evidence.

identify facts and opinions related to the characters write a narrative comparing Phillip’s quality of life before

and after the boat accident using evidence from the text.

Criterion 3-The Achievement Level Differs from Grade Level Examples of Alternate Achievement for The Call of the Wild

Students hear chapter summaries read and participate using pictures, repeated story lines, and controlled vocabulary.

Students select pictures for fishbone diagram after hearing story.

Students use pictures to answer simple yes/no questions about characters in the story (e.g., Was Buck a dog?)

Students compare events from their own life to events in Buck’s life in the story using a yes/no chart, and a Venn diagram.

Criterion 4- Differentiation in achievement across grade levels/bands

Elementary Children’s picture

books provide support for comprehension

Stories have simpler themes and story lines

Answers can more often be found on the page (matching)

Middle School Chapter books; student

follows along in own book This may be an adapted

book Books may have picture

symbol supports; objects may still be used to support comprehension

Themes are more mature More content from which

to glean answer

Criteria 5- Promote access to grade level activities, materials, contexts

- JAFTA – Thinking Map (by Bree Jimenez)

Criteria 6- Content centrality and when possible, performance centrality

State Standard: Student will identify,

analyze, and apply knowledge of the structure and elements of fiction

Content Structure and elements of

fiction Performance

Identify, analyze, and apply knowledge of

Camilla will use her AAC to greet peers in English class Content? No Performance? No

Camilla will choose a fictional story Content? Yes? Performance? Some

Camilla will use pictures to identify components of a fictional story Content? Yes? Performance? Stronger

link

Criteria 7- Multiple levels of access to general curriculum Some students with significant disabilities

rely on nonsymbolic communication or may have limited intentionality in communication; consideration needs to be given to expectations for these students

Questions and Review

Self Check: I can explain-Strands/ domains of academic content“Grade appropriate” instruction

How is it like “age appropriate” instruction; what is different about this term

How to teach grade level content but with ALTERNATE achievement

Examples of students at different symbolic levels Your questions and comments

Steps To Align Instruction: From General Curriculum to IEP

What’s available Grade level standards Typical content Alternate achievement Alignment Enhancement Pivotal Skills for the IEP

Step One: What’s Available?

List the domains of content for each academic area to begin creating a curriculum planning chartE.g., Mathematics may include data analysis,

geometry, algebra, numbers and computation, measurement

Use the categories of your state standards

Step Two: Grade Level Focus

Identify the student’s specific grade level Obtain the state standards for this student’s

grade level and any state extensions “Alternate Knowledge & Skills”

Review together as an IEP team List some priority standards in your curriculum

chart; general educators can help you know which are “core” to overall learning

A Thought: By looking at the general standards you may discover other ideas for teaching the curriculum not identified in the AA guidelines.

Step Three: Typical Content

For the priority standards, ask general educator to give examples of activities, materials, key concepts taught To be sure everyone

understands the standards and to create a framework for the next steps

Discuss how teaching this typical content could be done using principles of UDL; share resources on UDL with team This discussion can

promote planning for all children from the beginning

Example: BiographiesGrade Level Achievement

Standard Compare and contrast elements of biographies

Symbolic Level: Reads and writes at grade level

Content Biographies of well known Americans

Depth of knowledge Requires connecting ideas

Activities/skills Silent reading of biography; answer questions about

comparisons; compose biography with all elements

Step Four: Alternate Achievement

Target what this student’s goal for achievement will be related to these standards In Idaho you can use “Alternate Sample

Applications” In the next three slides, we suggest a way of

thinking about different levels of access

Alternate AchievementLevel 1- Symbolic Standard

Compare and contrast elements of biographies Symbolic Level:

Reads sight words & sentences with pic symbols; writes sight words or can circle large vocabulary of picture symbols

Content Biographies of well known Americans

Depth of knowledge Requires connecting ideas

Activities/skills Read aloud biography written in simple sentences with picture cues; circle

pictures to answer questions about comparisons; compose biography by selecting pictures and making captions

Alternate AchievementLevel 2- Concrete Symbolic Standard

Compare and contrast elements of biographies Symbolic Level

Recognizes a few picture symbols; recognizes larger number familiar objects and can use some symbolically

Content Biographies of well known Americans

Depth of knowledge comprehension

Activities/skills Simplified text with pictures and repeated lines and vocabulary read to

student about; student selects pictures to answer question about the story; puts pictures into circles to show “same” and “different” to compare biography with own life story

Alternate AchievementLevel 3- Presymbolic Standard

Compare and contrast elements of biographies Symbolic Level

Picture recognition is inconsistent, must be paired with objects; communicates by looking at/ moving to objects or people

Content Biographies of well known Americans

Depth of knowledge recall/ matching

Activities/skills Adapted text with pictures read with student; objects also used to give

meaning; student looks at/ points to objects from story

Alternate Achievement-Special Consideration Standard

Compare and contrast elements of biographies Symbolic Level

No consistent voluntary responding that can be used reliably (continue to observe for response/ AT consultations)

Content Biographies of well known Americans

Depth of knowledge Level ?: Awareness

Activities/skills Adapted text with pictures read with student; objects also used to give

meaning; note whether student made any response to these stimuli (change in respiration, opened eyes, vocalizes)

Scaffold Concept of Biography by Using Autobiography First

Standard Compare and contrast elements of biographies

Symbolic Level Recognizes a few picture symbols; recognizes larger number familiar

objects and can use some symbolically Content

Biographies of family members; autobiography Depth of knowledge

Level: connections Activities/skills

Adapted text with pictures read with student; objects also used to give meaning; student compares elements of family member’s and own story into “same”/ “different” charts using pictures/objects

Scaffold Understanding of Life Story by Beginning with a Display Standard

Compare and contrast elements of biographies Symbolic Level

Recognizes a few picture symbols; recognizes larger number familiar objects and can use some symbolically

Content Biographies of famous Americans

Depth of knowledge Level: Comprehension

Activities/skills Adapted text with pictures read with student; recreates biography by

placing objects related to story on shelf for biography display as teacher rereads story

Step 5: Double Check for Alignment

A match between the written, taught, and tested curriculum

Curriculum

Instruction Assessment

Alignment of Instruction

As you plan instruction based on standards and using your state’s guide for alternate assessment, you create this “match” or alignment

Questions and Review

We have some more steps to help you get from standards to lesson plans and IEPs, but before we move on…Are you clear about how to translate a

standard into a skill you can teach students in your classroom? Questions?

In the slides to follow, we are going to give you a few more ideas from our work

An Intervention Strategy

Task analytic instruction Student masters the academic routine General curriculum content can vary

Student learns to generalize routine to the new content

An Intervention Strategy

Task analytic instruction

Student masters the academic routine

General curriculum content can vary Student learns to

generalize routine to the new content

Middle School Literacy Study

Browder, D.M., Trela, K.C., & Jimenez, B. (In preparation). Increasing participation of middle school students with severe disabilities in reading of grade appropriate literature.

Zakas, T. L., Browder, D. M., & Spooner, F. (In preparation). The Effects of Peer Support in Reading Adapted Grade Level Books on the Literary Responses of Middle School Aged Students with Significant Cognitive Disabilities

Literacy Task Analysis:What Teacher or Peer Tutor Does Before Reading

Use an attention getter Review vocabulary

(picture symbols/ sight words/ letter sounds)

Point to title Point to author Ask what story is

about (prediction)

While reading

Give turn to point to text as you read

Give turn to fill in repeated story line

Give opportunity to turn own pages

Give turn to find vocabulary on page

After reading

Ask comprehension question

Literacy Task Analysis:What Student Does Before Reading

Attends to attention getter

Identifies each word/ picture

Finds title Finds author Chooses picture or

says what story is about (makes a guess)

While teacher/peer reads Turns own pages Points to text as teacher

reads a line Anticipates word in

repeated story line Finds vocabulary on the

page After reading

Answers comprehension question

Baseline Intervention

Data for Penelope

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Data for Petunia

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Session

Data for Izzy

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Data for Tom

0

2

4

6

8

10

12

14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Session

Item

s c

orrect

on

th

e

lite

racy c

heckli

st

Data for Jerrod

0

1

2

3

4

5

6

7

8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Data for Cherish

0

1

2

3

4

5

6

7

8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Data for Kasey

0

1

2

3

4

5

6

7

8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Data for Tamika

01234

5678

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Sessions

Item

s c

orrect o

n t

he

literacy c

hecklist

Baseline Intervention

Math: Algebra

Jimenez, B., Browder, D.M., & Courtade-Little, G. (In preparation). Teaching an algebraic equation to students with moderate disabilities.

FirstFact

Sign Second Fact1 2 3 4 56 7 8 9

=LastFact

Solution : X = place number card in box

* * * * * * * * *

1 2 3 4 5 6 7 8 9 10X

ADD SUBTRACT

+ -

Equation Prompt

Algebra Task Analysis

1. Student points to sum on equation (e.g., 7).How many (spoons) do you need?

2. Moves red marker to sum on chart (at 7) 3. Counts number of items in container and finds this known number on

equation (3)How many spoons do you already have? 4. Moves the green marker to known number on chart (at 3) 5. Count to the sum with materials (from 3 to 7)How many more spoons will

you need to get? 6. Selects the number counted (4) 7. Puts correct number in for x in for formula (4) 8.Puts correct number needed in container (4 items) 9. Solves for x (writes 4 for x=4)

For more information-Bree.jimenez@cms.k12.nc.uc

-1

0

1

2

3

4

5

6

7

8

9

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70

0

1

2

3

4

5

6

7

8

9

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70

0

1

2

3

4

5

6

7

8

9

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70

SESSIONS

NU

MB

ER

OF

ST

EP

S C

OR

RE

CT

ON

TA

SK

AN

AL

YS

IS

Jack

Leo

Cindy

Baseline Intervention

Ss given task analysis

Triangle = generalization across materials Square = generalization to general ed setting, with peer Star = Maintenance Data

Science

Courtade, G. (2006). The Effects of Inquiry-Based Science Instruction Training on Teachers of Students with Significant Disabilities. Doctoral Dissertation, UNC Charlotte.

Students learn about density.

Science Steps

Engage Student interacts with materials and communicates what wants to

know Investigate & Describe Relationships

Plans ways to gather information Looks for pattern

Construct Explanation Communicates explanation Tests explanation

Report Communicates what found (e.g., selects picture)

Contact Ginevra Courtade-Little for more information.

Teacher 1

0

2

4

6

8

10

12

Teacher 2

0

2

4

6

8

10

12

Teacher 3

0

2

4

6

8

10

12

Teacher 40

2

4

6

8

10

12

1 6 11 16 21 26 31

Baseline Intervention

Num

ber

of le

sson

com

pone

nts

taug

ht d

urin

g sc

ienc

e in

stru

ctio

n

Results-Teachers

0

2

4

6

8

10

12

Monica

Kyle

0

2

4

6

8

10

12

Valerie

Charlotte

0

2

4

6

8

10

12

Max

David

0

2

4

6

8

10

12

1 6 11 16 21 26 31

Susan

Edward

Baseline Intervention

Num

ber

of I

nqui

ry S

kill

s A

cqui

red

by th

e S

tude

nts

duri

ng S

cien

ce I

nstr

ucti

on

Results-Students

Step 6: Enhancement

In this step we apply some of the values we have for working with students with significant disabilities to be sure the academic content we teach will be meaningful and beneficial

Value Added: Promote literacy across the curriculum Brian will eye gaze to select pictures to be

included in a picture report for science Melissa will identify the main characters of

a story by using pictures/ initial letter sounds for their names.

Nadia will select the picture/word phrase that best summarizes the math problem to be solved.

Value added: Use assistive technology to increase active, independent responding Examples

John will read 10 complete sentences composed with Writing with Symbols using picture cues to identify at least one novel word per sentence.

After using assistive technology to independently read a Start-to-Finish novel, Henry will answer five comprehension questions based on the novel.

Value added: Promote Self Determination in academic learningChoice-making

Make choices within an activity Choose between two or more activities

Decision-making Decide topic for class project Determine best resource to use to get information

Problem-solving Look at a picture to determine why DVD player is not working Identify three alternative ways character in story could resolve a

conflict

Goal setting Set a goal for number of books to be read in a month Identify and communicate IEP goals

Self management / self evaluation Use a bar graph to track number of assignments completed Rate self on how well performed on given assignment

Self awareness Develop picture/word list of likes and dislikes Develop and learn to read a list of “facts about me”

Value Added: Apply Academic Skill to a Real Life Activity Academic skills can be taught in

functional, meaningful contexts

Consider the students chronological age and life environments (home, work, leisure, community)

Examples of Functional Applications How do we get from the music store to the

food court when we go to the mall?To practice drawing a line segment

Recipe for Sweet Southern TeaSugar melts better in the boiled water; steep

the tea; then ice…to apply how temperature affects solvents (Chemistry)

Step Six: Writing the IEP

Look at the curriculum map that has been createdDomains of academic contentPriority standards from the grade levelHow these standards are typically taught; could be

taught with UDLAchievement targets for this student’s symbolic level/

instructional levelDouble check alignment Enhance it- literacy, self determination, AT, functional

The IEP

Do not try to write a goal/ objective for each standard!!!!!!!!!!An IEP is not meant to be the curriculum; an

IEP shows how students ACCESS the curriculum

The IEP

Instead, look for pivotal skills that will access the target standards. Examples-Skills to indicate comprehension

E.g., point to select correct pictureSkills to synthesize learning

E.g., develop a reportSkills to gain information

E.g., ask a question; find internet siteCore content to be taught to mastery

E.g., target vocabulary

The IEP

Review other priority needsFunctional goalsTherapy goals

The IEP will have…

Goals to access general curriculum academic content

Functional goals Therapy goals Social goals Etc.

Social Validation

Parent perspective Student perspective

Questions and Review

What goes on the IEP?What background planning was needed to

write this standards-based IEP? Why NOT one IEP objective per standard?

Your questions and comments (Last call!!)

There can be no acting or doing of any kind, till it be recognized that there is a thing to be done; the thing once recognized, doing in a thousand shapes becomes possible.Thomas Carlyle

We learn to do something by doing it. There really is no other way. John Holt, Educator

Adventures don’t begin until you get into the forest. That first step is an act of faith.Mickey Hart, Grateful Dead Drummer

Contact Information

Diane M. Browder, PhDSnyder Distinguished Professor of Special EducationDepartment of Special EducationUniversity of North Carolina at Charlotte9201 University City BlvdCharlotte, NC 28223Dbrowder@email.uncc.edu

Project websitehttp://education.uncc.edu/access

New Resources

Browder, D.M., Ahlgrim-Delzell, L., Courtade-Little, G., & Snell, M.E. (2006). Access to the general curriculum. In M.E. Snell & F. Brown (Eds.). Instruction of students with severe disabilities. Upper Saddle River, NJ: Prentice Hall.

Browder, D.M., & Spooner, F.H. (In press for 2006). Teaching reading, math, and science to students with significant cognitive disabilities. Baltimore: Paul H. Brookes.

Courtade-Little, G. & Browder, D.M. & (2005). Aligning IEPs to academic content standards. Madison, WI: Attainment Co.