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ERIC Number: ED479814
Record Type: RIE
Publication Date: 2002-Jul
Pages: 56
Abstractor: N/A
Proceedings of the Capacity Building Institute on Access, Participation, and Progress in the General K-12 Curriculum (Arlington, Virginia, July 10, 2002).
National Center on Secondary Education and Transition, Minneapolis, MN.
This document provides the proceedings of a July 2002, one-day capacity building institute on access and participation of students with disabilities in the general K-12 curriculum. Introductory material provides background information on the institute, the relevance of Universal Design for Learning (UDL) to increased curriculum access, an overview of the institute's organization, and descriptions of the five partner organizations to the two sponsoring organizations. The proceedings section includes summaries of the following presentations: "National Policy Background" (Lou Danielson); "Standards-Based Reform and Students with Disabilities: Creating True Access to the General Education Curriculum" (Margaret McLaughlin); "State Policies that Impact Access to the General Curriculum" (Martha Minow); "The Impact of Standards-Based Reform" (a panel discussion); "Classroom Practice To Improve Access and Participation in the General Curriculum" (Tracey Hall); and "Access by Design, not Afterthought: Advances in Universal Design for Learning" (David Rose). Three appendices include biographies of key speakers, a report on the Comprehensive Planning Process for the IDEA Part D National Program, and a record of the Expert Strategy Panel on Students with Disabilities' Access to, Participation in, and Progress in the General Education Curriculum." (DB)
For full text:
Publication Type: Collected Works - Proceedings; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center on Secondary Education and Transition, Minneapolis, MN.
Note: Also prepared by the National Center on Accessing the General Curriculum (NCAC).