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Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

Penelope Debs Keough, Dina Pacis
Copyright: © 2020 |Pages: 18
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch010
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MLA

Keough, Penelope Debs, and Dina Pacis. "Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 179-196. https://doi.org/10.4018/978-1-7998-1213-5.ch010

APA

Keough, P. D. & Pacis, D. (2020). Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 179-196). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch010

Chicago

Keough, Penelope Debs, and Dina Pacis. "Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 179-196. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch010

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Abstract

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

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