All of us in education share a common concern: how to ensure students learn. When students have learning difficulties, the challenge of effective teaching becomes even more critical. Traditional assessments used for general education students do not necessarily yield the same results with special education students. In addition, strategies that work with the general education population based on the learner’s specific strengths and weaknesses need to be refined to address the individualized needs of students in special education.

The movement toward standards, the No Child Left Behind Act (NCLB), and Reauthorization of Individuals with Disabilities Education Improvement Act (IDEIA) 2004 has heightened educators’ awareness of accountability and data driven instruction. Teachers are being forced to reflect on their teaching practices. Many teachers know what to do, however, having the time to research, plan, organize, write curriculum, and develop interim tests is beyond the reach of many who spend a minimum of eight hours each day in their classrooms.

Our work in special education has changed. From 1975 to 1997 assessments for special education students were administered to identify the student’s special education needs. Following the reauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997, assessments were conducted to identify the student’s special education needs and their ability to be involved in and progress in the general education curriculum. The national movement toward standards based accountability, specifically NCLB legislation and Reauthorization of IDEA 2004, clearly states that students in special education must be held to the same high standards as their general education peers and teachers will be held accountable to ensure these students progress in the general education curriculum (Adapted from Alice Parker, Presentation, ACSA Symposium, January 16, 2004).

Research has documented that the education of students with disabilities can be more effective by having high expectations of these students and ensuring their access to the general curriculum to the maximum extent possible. The new IDEA amendments support the participation of students with disabilities in the general education curriculum by requiring that each child’s Individualized Education Program (IEP) reflect his or her participation and progress in the general education curriculum. IEP goals and objectives should be aimed at acquiring the skills and competencies that will facilitate the student’s maximum involvement in the general education curriculum and environment.

Data and experience show that when schools have high expectations for these students, ensure their access to the general curriculum, and provide them with the necessary supports and accommodations, many achieve higher standards, and all achieve more than society has historically expected. However, despite this knowledge base, the education system often fails to promote such high expectations or to establish meaningful education goals. Nationally, too many students with disabilities fail courses and drop out of school. Almost twice as many students with disabilities drop out compared to students without disabilities. And when students with disabilities drop out of school, they are less likely to return and are more likely to be unemployed or have problems with the law (Adapted from Louisiana State Department of Education, July, 2001).

The vast majority of students receiving special education services can succeed in the general education curriculum with accommodations, while a small percentage of students require a different instructional focus to fully benefit from the general education curriculum.

The process for determining the content of a student’s IEP is directly tied to the type of statewide assessment in which a student will participate. Understanding this link between curriculum and assessment is critical. An IEP team must decide in which statewide assessment a student will participate prior to designing a student’s IEP. All students with disabilities are required to participate in the California STAR (State Testing and Reporting) assessment program.

The purpose of this toolkit is to assist educators in using California’s Content Standards to plan for effective instruction that will provide access to the general curriculum for students with disabilities.

Click here to access this toolkit