Universal Design for Learning, Access to General Curriculum for Students with Severe Cognitive Disabilities.

摘要

Students with significant cognitive disabilities need to have access to the general curriculum. The Individuals with Disabilities Education Act of 1997 and the Individuals with Disabilities Education Improvement Act of 2004 have made provisions to ensure that all students have the opportunity to participate and progress in the general curriculum, including students with significant cognitive disabilities. One way to promote access to the general curriculum for students with significant cognitive disabilities is through Universal Design for Learning(UDL). The research design for this study was a single-subject design using an ABA approach with both quantitative and qualitative components. This study used the Universal Design for Learning principle of representation specially graphic supports to promote access to the general curriculum for students with significant cognitive disabilities. The study took place in a seventh grade regular education English language arts classroom. The participants in the study include one regular education teacher, one Intellectually Disabled Moderate student, and three Intellectually Disabled Severe students. Data collection was done through a pre and post assessment with the teacher participant, task analysis of the instruction, and student engagement recording chart. This study provides both general and special education teachers with knowledge on how to implement UDL and how to effectively collaborate with one another to ensure access and success to all students.