Project Description:
Beyond Access: A Model that Promotes Learning of General Education Curriculum Content for Students with the Most Significant Disabilities
IDEA 1997 requires that students with disabilities have access to the general education curriculum; that "to the maximum extent appropriate" they pursue learning goals that are "consist with those of students without disabilities"; and that they be included in district and state large scale assessments. For students who have traditionally been given labels of intellectual disability (mental retardation), autism, deaf-blindness, traumatic brain injury, and multiple disabilities, realization of these goals presents significant challenges. In many schools, access to the general education curriculum occurs in segregated settings and the standards that students pursue are minimally related to the academic content of that curriculum, focusing primarily on "access" skills. Although these practices may address IDEA?s legal requirements, they fall far short of meeting the spirit of IDEA that places presumptive value on regular class placement and the goal that every student graduate with a high school diploma. Furthermore, even when students are enrolled in general education classes, staff may not have access to high quality professional development around evolving best practices, effective team functioning, and leadership skills.
The Beyond Access Model was developed during a four-year OSEP funded Model Demonstration grant whose goals were to design, demonstrate, evaluate, and disseminate a comprehensive model that links planning of student instructional supports with professional development to improve team functioning. The Beyond Access Model is comprised of 4 dynamic, recursive phases: Phase 1: Conduct a baseline Comprehensive Assessment of Student Learning and Communication Skills, Supports, School and Classroom Contexts, and Team Effectiveness; Phase 2: Explore and Describe Possible Student Support Plans and Team Member Professional Development; Phase 3: Observe and Document Patterns of Student and Team Performance; and, Phase 4: Review and Reflect on Student and Team Performance Data and Implement Recommended Changes in Student and Team Support Plans.
Research-based practices from the fields of inclusive education, augmentative communication, authentic assessment, and high quality professional development for staff form the theoretical foundations of the model. The model differs from current practice in 5 key areas: 1) It encourages full time membership and participation by students with the most significant disabilities in the general education classroom; 2) It subscribes to the "least dangerous assumption" about students? potential literacy and communication skills; 3) It merges instructional planning and curriculum modification with augmentative communication supports; 4) It links professional development and accountability to student performance; and 5) It focuses on building team collaboration and problem-solving skills as an integral part of the educational planning process.
The model was tested and replicated in elementary, middle, and high schools with 11 students who experienced significant disabilities. Individuals with disabilities were employed as project staff and consultants and a National Review Panel of parents, consumers, and professionals supported project implementation and evaluation efforts. Dissemination of project materials and results was directed to individuals with disabilities, parents, educators, professional preparation and research institutions, professional organizations, general and special education clearinghouses, and policy makers.
Since federal funding of the project ended in June 2006, replication and dissemination continues through technical assistance in schools, through presentations at workshops and conferences, through publication in peer-reviewed journals, and in a book about the Model that will be published by Paul H. Brookes in 2008.
Keyword(s):
inclusive ed, aug com, alt assessment, gen ed curriculum
Core Function(s):
Performing Technical Assistance and/or Training, Performing Research or Evaluation, Developing & Disseminating Information
Target Audience:
Community Trainees / Short term trainees, Professionals and Para-Professionals, Family Members/Caregivers
Primary Target Audience Geographic Descriptor:
Single-County, Mulit-County, State, Regional, National, International
