In the United States, the mandate to provide access to general education curriculum standards for all learners is clear. This chapter provides an overview and a framework for making individualized and curriculum choices for learners with low-incidence disabilities and cognitive deficits. Topics covered include reconciling an ecological curriculum model with a standards-based framework and an expanded discussion on embedding individualized learning targets within the ongoing lessons, routines, and activities of inclusive classrooms. Carefully planned and implemented embedded instruction can provide a match between a student’s need for individualized instruction and the everyday practices of inclusive classrooms.
Erickson, J. and Davis, C.A. (2015), "Providing Appropriate Individualized Instruction and Access to the General Education Curriculum for Learners with Low-Incidence Disabilities", Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education, Vol. 5), Emerald Group Publishing Limited, Bingley, pp. 137-158. https://doi.org/10.1108/S1479-363620140000005007
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