One of the first assumptions that underlie the requirement that students with
disabilities have access to the general education curriculum is that the general
education curriculum is aligned with subject matter or content standards--and this notion
that students with disabilities have the right and should have the opportunity to
access those standards. And, particularly, because we now think of content standards as
representing--or as making explicit--that enduring essential knowledge and skills that
we want all students to learn--and all students means students with disabilities.
So we think it's very important for students with disabilities to have access to the
standards, and the way that they should do that is through a curriculum that is aligned
with those standards. It's very important from both the needs of these children, as
well as a social equity, that if someone--a state, for example, or a local district--has
determined that this content is important information for students to learn, that it
must be equally important for students with disabilities to learn that material.
A misconception that many people have, however, when they start talking about
content standards or general education curriculum, is that students with
disabilities can never learn this material: its' too cognitively difficult; it requires
too many skills; it's too complex. And in many ways this represents a misconception or
reflects a narrow understanding of curriculum and also a lack of knowledge
about special education's history of educating individuals with disabilities.
I would just ask people to think about probably the most classic examples from our
history. And that just a very few decades ago we used to think that individuals who
had Down's syndrome were uneducable. They were placed in institutions; they were not
given any specific education. Now we know from our own everyday lives and experience
that not only do these individuals learn, they learn very well. They graduate from
high school, they have a number of literacy skills, they hold jobs, they live
independently in the community. And this didn't just happen, this happened through
education. Now, for us to make the reality of high standards and high expectations for
students with disabilities, we need to turn to an overview of what is the general
education curriculum, and how do we need to think about this for students
with disabilities.
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