Providing access to the general curriculum

Rationale for providing access to the general curriculum
• McDonnell, L. M. & McLaughlin, M. J., Eds. (1997). Educating One and All: Students with disabilities and standards-based reform. Washington, D. C.: National Academy Press.
• http://www.nap.edu/openbook/0309057892/html/113.html

Providing access to students with disabilities
• King-Sears, M. E. (2001). Three steps for gaining access to the general education curriculum for learners with disabilities. Intervention in School and Clinic, 37, 67-76.

Strategies for providing access to the general curriculum
• Kameenui, E. J. & Carnine, D. W. (1998). Effective Teaching Strategies that Accommodate Diverse Learners. Upper Saddle River, NJ: Prentice Hall.

Universal Design for Learning

Providing access through UDL
• Council for Exceptional Children. (2001). Access to the general curriculum: Questions and answers. Teaching Exceptional Children, 34, 84-85./li>

Definition and examples of UDL
• ERIC Clearinghouse on Disabilities and Gifted Education. (1998, Fall). A curriculum every student can use: Design principles for student access. Retrieved January 21, 2003 from/li>
• http://www.cec.sped.org/osep/ud-sec3.html

Definition of UDL and its relationship to assistive technology
• ERIC Clearinghouse on Disabilities and Gifted Education. (1999, Fall). Universal Design: Ensuring access to the general education curriculum. Research Connections. Retrieved January 27, 2003 from/li>
• http://ericec.org/osep/recon5/rc5sec1.html

Planning for multi-level instruction

Prioritizing instructional objectives
• Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (1998). C.O.A.C.H.: Choosing options and accommodations for children. Baltimore: Brookes Publishing Co.
• http://ericec.org/osep/recon5/rc5sec1.html

Writing multi-level objectives based on Bloom's Taxonomy
• Atherton, J. S. (2002). Learning and teaching: Bloom's taxonomy. Retrieved on February 19, 2003, from
• http://www.dmu.ac.uk/~jamesa/learning/bloomtax.htm

Using the Schumm's Planning Pyramid to plan instruction in a heterogeneous class
• Schumm, J. S., Vaughn, S., & Leavell, A. G. (1994). Planning pyramid: A framework for planning for diverse students' needs during content area instruction. The Reading Teacher, 47, 608-615.

Introduction to the Differentiated Instruction model
• Association for Supervision and Curriculum Development. (2000). Differentiating instruction: It begins with good instruction. Retrieved March 4, 2003, from
• http://www.ascd.org/pdi/demo/diffinstr/differentiated2.html

Relationship between differentiation and state standards
• Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation. Educational Leadership, 58(1), 6-11.
• http://www.ascd.org/cms/index.cfm?TheViewID=955

Strategies for differentiating instruction
• Wall Township Public Schools. (2000). Differentiating Instruction. Retrieved on March 4, 2003, from
• www.wall.k12.nj.us/staff_dev/differentiating_instruction.htm.

Teaching functional academics
• Wolfe, P.S. & Kubina, R.M. (2004). Functional academics. In P. Wehman & J. Kregel (Eds.), Functional curriculum for elementary, middle, and secondary age students with special needs (2nd ed., pp. 95-112). Austin: Pro-ed.

Academic and behavioral effects of inclusive practices
• McDonnell, J. & Fister, S. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education and Treatment of Children, 24, 141-160.

Adaptations

Decision-making model for making adaptations
• Iowa Department of Education. (1998). Curriculum modification ladder. In Assistive Technology: Creating a pathway. Retrieved August 11, 2005 from
• www.aea1.k12.ia.us/assistivetech/atguidebook.pdf

Definitions of accommodations and modifications and a list of adaptations
• Families and Advocate Partnership for Education (FAPE). (2001, October). School accommodations and modifications. (Issue Brief No. 27). Minneapolis: Author.

Examples of adaptations
• acer Center. (2000). School accommodations and modifications (PHP-c49). Minneapolis: Pacer Center, Inc. Retrieved November 12, 2004, from
• http://www.pacer.org/parent/php/PHP-c49.pdf

Examples of adaptations
• Renaissance Group. (2003). Nine types of adaptations. University of Northern Iowa, College of Education. Retrieved February 12, 2003, from
• www.uni.edu/coe/inclusion/strategies/types_adaptation.html

List of adaptations for students with specific disability labels
• Georgia Department of Education. (2002). Accommodations and modifications. Retrieved April 15, 2003,
• http://edtech.kennesaw.edu/intech/accommodations.htm

List of educational and vocational accommodations
• Office of Disability Employment Policy of the U.S Department of Labor. (n. d.). Accommodation Fact Sheet: Sample accommodation situations and solutions for students with disabilities. Retrieved on February 11, 2003 from
• http://www.jan.wvu.edu/soar/disabilities.html.

Emergent readers

Concept of a word
• Gately, S. E. (2004). Developing concept of word: The work of emergent readers. Teaching Exceptional Children, 36, 16-22.

Shared storybook reading
• Justice, L.M. & Kaveravek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34, 8-13.

Language-rich preschool classrooms
• Justice, L. M. (2004). Creating language-rich preschool classroom environments. Teaching Exceptional Children, 37(2), 36-44.

Sight word instruction

Meta-analysis of sight word research
• Browder, D.M. & Xin, Y.P. (1998). A meta-analysis and review of sight word research and its implications for teaching functional reading to individuals with moderate and severe disabilities. The Journal of Special Education, 32, 130-53.

Browder, D.M. & Minarovic, T. J. (2000).
• Utilizing sight words in self-instruction training for employees with moderate mental retardation in competitive jobs. Education and Training in Mental Retardation and Developmental Disabilities, 35, 78-89.

Teaching sight words (product warning)
• Collins, B. C. & Griffen, A. K. (1996). Teaching students with moderate disabilities to make safe responses to product warning labels. Education and Treatment of Children, 19, 30-45.

Adaptations

Increasing opportunities to participate in literacy activities through adaptations
• Creative Communicating. (n.d.). Teaching tips. Retrieved February 25, 2005, from
• http://www.creativecommunicating.com/teaching-tips.html

Augmentative and alternative communication devices
• Walsh-Cassidy, P., Gardner-Fox, D., Herlihy, D., Hogan, N., & Kenny, K. (date unknown). Using technology to enhance literacy skills for students with special needs. Retrieved 2/25/05 from http://www.connsensebulletin.com/hecart2.html, part of the Collaborative Center for Assistive Technology and Training, Hampshire Educational Collaborative.

Students with visual impairments

Family involvement in the development of literacy
• Craig, C.J.(1996). Family support of the emergent literacy of children with visual impairments. Journal of Visual Impairment & Blindness, 90, 194-200.

Literacy experiences of children with visual impairments
• Craig, C. (1999). Home literacy experiences of a child with a visual impairment. Journal of Visual Impairment and Blindness, 93, 794-797.

Students who are deaf-blind

Creating an environment to develop the literacy skills of children who are deaf-blind
• Miles, B. (2000). Literacy for persons who are deaf-blind. Retrieved August 1, 2002 from
• http:// www.tr.wou.edu/dblink/literacy2.htm

Adaptations for students who are deaf-blind
• Project Salute. (n. d.). Successful adaptations for learning to use touch effectively. Retrieved January 17, 2003, from
• http://www.projectsalute.net/Learned/Learnedhtml/EmergentLit.html

Students with autism

• Kluth, P. (2003). Seeing students with autism as literate: Beyond sight words. In You're going to love this kid! Teaching students with autism in the inclusive classroom (pp. 135-152). Baltimore: Paul H. Brookes.
• http:// www.tr.wou.edu/dblink/literacy2.htm

Meta-analysis of research related to money skills instructionv
• Browder, D.M., & Grasso, E. (1999). Teaching money skills to individuals with mental retardation: A research review with practical applications. Remedial and Special Education, 20, 297-308.

Research based instructional ideas for teaching mathematical operations
• Burnette, J. (2002). Strengthening the third "R": Helping students with disabilities achieve in mathematics. Research Connections in Special Education, 11.

Integrating math and science to develop problem-solving skills
• Cawley, J. F. & Foley, T. E. (2002). Connecting math and science for all students. Teaching Exceptional Children, 34, 14-19.

Teaching purchasing skills using the next-dollar strategy
• Coyler, S. P. & Collins, B. C. (1996). Using natural cues within prompt levels to teach the next dollar strategy to students with disabilities. The Journal of Special Education, 30, 305-18.