The 1997 amendments to the Individuals with Disabilities Education Act require that children with disabilities progress in the general education curriculum.
But, as a May 2002 report from Michigan鈥檚 special education advisory committee noted, 鈥渢he concept of curricular access is new territory鈥� for many teachers in special and general education, who have often lacked common goals. In particular, the panel said, few research-based, best-practice models exist to help guide educators.
鈥淭he shift to outcomes is like shock therapy to people in education,鈥� says Sandra L. Laham, a consultant to the committee. 鈥淚n special education, we spent 25 years being concerned about process.鈥�
The three profiles that follow describe efforts by schools and their districts to give all children access to the general curriculum and standards.
''What we do in Long Beach is standards-based instruction for all kids,鈥� explains Judy Elliott, the assistant superintendent for special education in California鈥檚 Long Beach Unified School District.
鈥淚t鈥檚 really about teachers鈥� being able to differentiate instruction for all students鈥攇eneral education kids and special education kids,鈥� she adds. 鈥淭hat鈥檚 not a special education issue.鈥�
Though the schools profiled differ in many ways, they use a number of common strategies, including: close collaboration between special and general educators, sustained professional development and common planning time for teachers, and a willingness to overcome past thinking.
While none of the schools is perfect, they provide a vision of the possible. They illustrate what can be accomplished when schools have high expectations for special education students, ensure their access to the general curriculum, and provide them with the necessary supports to succeed.
