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ERIC Number: ED337946
Record Type: RIE
Publication Date: 1991
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Critical Step in Curriculum Reform: Regular Education Materials and Special Needs Students.
Guerin, Gilbert R.
This monograph examines the need for appropriate curriculum materials to meet the needs of special education students within the structure of both regular education and special education classes and within the context of current education reform efforts. After an introduction and a section identifying curriculum needs, a section presents general considerations concerning: regular class instruction, core curriculum, special curriculum, the learning disability profile, attitudes and expectations, remediation, and teacher tasks. Curriculum considerations are discussed next. These include access to information, increasing comprehension, complexity of information, teaching and learning strategies, assessment and evaluation strategies, and framework/adoption decisions. Recommendations for material development include the following: all written curriculum materials should be recorded on audio tape; materials should provide for different levels of complexity and for altered representations; materials should provide for concrete student experiences; appropriate teaching strategies should be discussed in teacher manuals and specific learning strategies in student manuals; student assessment should be curriculum-based, frequent, content and process focused, varied, and interactive; and state framework and adoption committees should include representation from special education. A model curriculum continuum for special education students and sample assessment procedures are appended. Includes 85 references. (DB)
Resources in Special Education, 650 Howe Ave., Suite 300, Sacramento, CA 95825.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Administrators
Language: English
Sponsor: California State Dept. of Education, Sacramento. Program Development Unit.
Authoring Institution: N/A
Identifiers: N/A