15 Standards-based IEPs Peer Review of Lesson Plan Field Experience Exam Final Exam Nonacademic Plans Week Planning Guide for Course Instructor SESSION ONE: Access to General Curriculum Objectives Students will be able to: Define access and learning in the general curriculum Discuss Jackson, Ryndak, and Wehmeyer’s (2009) three components of inclusion Write an objective that aligns to a Common Core State Standard for a student with severe disability Describe need for balance between standards-based instruction and functional life skills. Overview In this session students get a broad overview of general curriculum, Common Core State Standards, and learn how a CCSS can apply to a student with severe disabilities. NOTE: A PowerPoint has been provided for this session. Readings *Ayres, K. M., Lowery, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe *Suggested disabilities shifts. Education and Training in Autism and for student Developmental Disabilities, 46, 11-21. readings; Ayres, K. M., Lowery, A., Douglas, K. H., & Sievers, C. (2012). The others are question remains: What happens when the curricular focus for for students with severe disabilities shifts. Rejoinder to background Courtade et al. (2012). Education and Training in Autism reading for and Developmental Disabilities, 47, 14-22. instructor Browder, D.M., & Spooner, F. (2014). More content, more learning, more inclusion. In Browder, D.M., & Spooner, F.
15 Standards-based IEPs Peer Review of Lesson Plan Exam Week Final Exam Field Experience Nonacademic Plans Planning Guide for Course Instructor SESSION ONE: Access to General Curriculum Objectives Students will be able to: Define access and learning in the general curriculum Discuss Jackson, Ryndak, and Wehmeyer’s (2009) three components of inclusion Write an objective that aligns to a Common Core State Standard for a student with severe disability Describe need for balance between standards-based instruction and functional life skills. Overview In this session students get a broad overview of general curriculum, Common Core State Standards, and learn how a CCSS can apply to a student with severe disabilities. NOTE: A PowerPoint has been provided for this session. Readings *Suggested for student readings; others are for background reading for instructor *Ayres, K. M., Lowery, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46, 11-21. Ayres, K. M., Lowery, A., Douglas, K. H., & Sievers, C. (2012). The question remains: What happens when the curricular focus for students with severe disabilities shifts. Rejoinder to Courtade et al. (2012). Education and Training in Autism and Developmental Disabilities, 47, 14-22. Browder, D.M., & Spooner, F. (2014). More content, more learning, more inclusion. In Browder, D.M., & Spooner, F.
Syllabus-for-What-to-Teach-FINAL.docx