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Stepwise Process to AccessStepwise Process to AccessStepwise Process to Access Stepwise Process to Access GradeGrade--Level Content Standards Level Content Standards

and Curriculumand Curriculum

TASH 2006 Annual ConventionTASH 2006 Annual Convention

Mike Burdge and Anne Denham, ILSSA

TASH 2006 Annual ConventionTASH 2006 Annual ConventionNovember 9November 9--10, 200610, 2006

The National Alternate Assessment Center is supported through a cooperative agreement The National Alternate Assessment Center is supported through a cooperative agreement through the US Department of Education, Office of Special Education Programs (Grant through the US Department of Education, Office of Special Education Programs (Grant t oug t e US epa t e t o ducat o , O ce o Spec a ducat o og a s (G a tt oug t e US epa t e t o ducat o , O ce o Spec a ducat o og a s (G a tNumber H324U04001). However, the contents of this presentation do not necessarily Number H324U04001). However, the contents of this presentation do not necessarily

represent the positions or policies of the Office of Special Education or the US Department represent the positions or policies of the Office of Special Education or the US Department of Education, and participants should not assume endorsement by the federal government. of Education, and participants should not assume endorsement by the federal government.

Outcomes: Outcomes: Four Steps to AccessFour Steps to Access

Articulate standards and curriculumArticulate standards and curriculumUse a process for determining accessUse a process for determining accessUse a process for determining accessUse a process for determining accessLink to gradeLink to grade--level standardslevel standardsDetermine possible assessment Determine possible assessment evidenceevidenceevidenceevidence

Teaching in an Age of Accountability Teaching in an Age of Accountability 22

F St t AF St t AFour Steps to AccessFour Steps to Access

1.1. Identify or link to the appropriate Identify or link to the appropriate t d d( )t d d( )standard(s)standard(s)

2.2. Define the outcome(s) of instructionDefine the outcome(s) of instruction( )( )3.3. Identify the instructional activitiesIdentify the instructional activities44 Target specific objectives from theTarget specific objectives from the4.4. Target specific objectives from the Target specific objectives from the

IEPIEP[Adapted[Adapted Kearns Burdge andKearns Burdge and[Adapted [Adapted –– Kearns, Burdge and Kearns, Burdge and Kleinert (in press)] Kleinert (in press)]


St 1St 1Step 1Step 1

1.1. Identify or link to the appropriateIdentify or link to the appropriate1.1. Identify or link to the appropriate Identify or link to the appropriate content standard(s).content standard(s).

State/District StandardState/District Standard–– State/District Standard State/District Standard

–– Grade Level Standard(s)Grade Level Standard(s)

–– Determine what the standard is aboutDetermine what the standard is about


Advantages ofAdvantages ofAdvantages of Advantages of CollaborationCollaboration

High expectationsHigh expectationsAccess to the general curriculumAccess to the general curriculumAccess to the general curriculumAccess to the general curriculumSame content standards as same age Same content standards as same age t d tt d tstudentsstudents

Multiple standards within instructional unitsMultiple standards within instructional unitsBreadth of content standardsBreadth of content standardsVariety of settingsVariety of settingsVariety of settingsVariety of settingsEmbed IEP and functional skillsEmbed IEP and functional skillsL i f h d ltL i f h d lt


Learning of a shared cultureLearning of a shared culture


2. Define the outcome(s) of 2. Define the outcome(s) of instructioninstructioninstruction.instruction.–– Outcomes for all students Outcomes for all students

–– Prioritized outcomes for student withPrioritized outcomes for student withPrioritized outcomes for student with Prioritized outcomes for student with IEP IEP

–– Supports typically used for student Supports typically used for student ith IEPith IEP


with IEP with IEP

P i iti d O tP i iti d O tPrioritized OutcomesPrioritized Outcomes

Reduce complexityReduce complexityReduce number of skills/conceptsReduce number of skills/concepts

Should open up opportunities to Should open up opportunities to access content standards vs. limiting access content standards vs. limiting participation in instructional activitiesparticipation in instructional activitiesparticipation in instructional activities participation in instructional activities



3.3. Identify the instructional Identify the instructional activities.activities.

–– Instructional activities for all students Instructional activities for all students

–– Active participation for student withActive participation for student withActive participation for student with Active participation for student with IEPIEP

–– Previously identified and/or additional Previously identified and/or additional supports specific to instructionalsupports specific to instructional


supports specific to instructional supports specific to instructional activitiesactivities

Typical Types ofTypical Types ofTypical Types of Typical Types of Instructional ActivitiesInstructional Activities

Lecture and noteLecture and note--takingtakingCooperative learning groupsCooperative learning groupsResearchResearchResearchResearchPractice activities and homeworkPractice activities and homeworkCulminating projectsCulminating projectsClassroom based assessmentClassroom based assessmentClassroom based assessmentClassroom based assessment


A ti P ti i tiA ti P ti i tiActive ParticipationActive Participation

Must be meaningful Must be meaningful ust be ea g uust be ea g uIs based on student strengthsIs based on student strengthsMoves student towards learning of Moves student towards learning of prioritized outcomes/grade level prioritized outcomes/grade level p /gp /gcontent standardcontent standard


Determine SupportsDetermine SupportsDetermine Supports Determine Supports NeededNeeded

Refer to the supports listed on IEPRefer to the supports listed on IEPSelect the supports that will help the Select the supports that will help the student participate meaningfullystudent participate meaningfullystudent participate meaningfullystudent participate meaningfullyIdentify any additional supports that Identify any additional supports that

d d h hd d h hare needed to match the are needed to match the instructional task and environmentinstructional task and environmentPossibly create a menu of support Possibly create a menu of support ideasideas


ideasideas

Guiding Questions forGuiding Questions forGuiding Questions for Guiding Questions for Selecting SupportsSelecting Supports

Is the student actively participating Is the student actively participating y p p gy p p gin each part of the instructional in each part of the instructional activity?activity?activity?activity?What is needed to engage the What is needed to engage the t d t i i t ti ?t d t i i t ti ?student in instruction?student in instruction?

Does the student have a means to Does the student have a means to demonstrate the knowledge, skills, demonstrate the knowledge, skills, concepts acquired?concepts acquired?


concepts acquired?concepts acquired?


4.4. Target specific objectives from Target specific objectives from the IEPthe IEP–– Instructional activitiesInstructional activitiesInstructional activitiesInstructional activities

Embedded standards based objectivesEmbedded standards based objectives–– Embedded standards based objectivesEmbedded standards based objectives

–– Other embedded objectives Other embedded objectives


Embedding IEPEmbedding IEPEmbedding IEP Embedding IEP ObjectivesObjectives

List the instructional activities in whichList the instructional activities in whichList the instructional activities in which List the instructional activities in which IEP objectives can be addressedIEP objectives can be addressedl h d dl h d dPlan how to provide direct instruction Plan how to provide direct instruction

on IEP skills based on content standardson IEP skills based on content standardsPlan how to provide direct instruction Plan how to provide direct instruction and practice on other functional IEPand practice on other functional IEPand practice on other functional IEP and practice on other functional IEP objectivesobjectives


E lE l RRExample Example -- RyanRyan

13 year13 year--old middle school studentold middle school studentSignificant cognitive disabilitySignificant cognitive disabilitySignificant cognitive disabilitySignificant cognitive disabilityCan:Can:–– identify picture symbols identify picture symbols –– emerging sight word vocabulary of 35 words emerging sight word vocabulary of 35 words g g g yg g g y–– answer basic recall questionsanswer basic recall questions–– independently write personal informationindependently write personal informationindependently write personal informationindependently write personal information–– basic computer usebasic computer use

speaks using 2speaks using 2 3 word phrases3 word phrasesTeaching in an Age of Accountability Teaching in an Age of Accountability 1616

–– speaks using 2speaks using 2--3 word phrases3 word phrases

R ’ IEP G lR ’ IEP G lRyan’s IEP GoalsRyan’s IEP Goals

Increase reading vocabulary wordsIncrease reading vocabulary wordsIdentify picture symbols related to Identify picture symbols related to curriculumcurriculumIncrease reading/listening Increase reading/listening comprehensioncomprehensioncomprehensioncomprehensionExpress thoughts in writing with words Express thoughts in writing with words p g gp g gand picture symbolsand picture symbolsIncrease task completionIncrease task completion


Increase task completionIncrease task completion

St d dSt d dStandardStandard

Standard: Students apply a wide range of Standard: Students apply a wide range of strategies to comprehend interpret evaluatestrategies to comprehend interpret evaluatestrategies to comprehend, interpret, evaluate, strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior and appreciate texts. They draw on their prior experience, their interactions with otherexperience, their interactions with otherexperience, their interactions with other experience, their interactions with other readers and writers, their knowledge of word readers and writers, their knowledge of word meaning and of other texts, their word meaning and of other texts, their word ggidentification strategies, and their identification strategies, and their understanding of textual features (e.g., soundunderstanding of textual features (e.g., sound--l tt d t t tl tt d t t tletter correspondence, sentence structure, letter correspondence, sentence structure, context, graphics). context, graphics).

((IRA/NCTE Standards for the English Language Arts)IRA/NCTE Standards for the English Language Arts)


((IRA/NCTE Standards for the English Language Arts)IRA/NCTE Standards for the English Language Arts)

Grade Level ContentGrade Level ContentGrade Level Content Grade Level Content Standard: 8Standard: 8thth Grade Language ArtsGrade Language Arts

Identify and explain vocabulary takenIdentify and explain vocabulary takenIdentify and explain vocabulary taken Identify and explain vocabulary taken from text appropriate for middle schoolfrom text appropriate for middle school

What is the Content Standard What is the Content Standard b ?b ?About?About?

Increasing sight word vocabularyIncreasing sight word vocabularyUnderstanding vocabularyUnderstanding vocabulary


Understanding vocabularyUnderstanding vocabulary

Ryan’s Sample Form: Step 1Ryan’s Sample Form: Step 1Ryan’s Sample Form: Step 1Ryan’s Sample Form: Step 1

1. IDENTIFY THE STANDARD(S) THE INSTRUCTIONAL UNIT WILL ADDRESS.

What is the state standard? What is the grade level standard?

What is the standard all about?

Students apply a wide range of Identify and explain Increasing vocabularypp y gstrategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their i t ti ith th d d

y pvocabulary taken from text appropriate for middle school.

g y

interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their g ,understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics

Step 2: Outcomes Based onStep 2: Outcomes Based onStep 2: Outcomes Based on Step 2: Outcomes Based on Instructional Unit on Instructional Unit on The GiverThe Giver

All StudentsAll StudentsIdentify unfamiliarIdentify unfamiliar

RyanRyanIdentifying unfamiliar Identifying unfamiliar Identify unfamiliar Identify unfamiliar

vocabulary from the text vocabulary from the text using soundusing sound--letter letter correspondence,correspondence,

y gy gvocabulary from the vocabulary from the text using graphics text using graphics and contextand contextcorrespondence, correspondence,

sentence structure, sentence structure, context, and graphicscontext, and graphicsExplain the meaning ofExplain the meaning of

and context and context Explain the meaning Explain the meaning of those same of those same vocabulary words byvocabulary words byExplain the meaning of Explain the meaning of

identified vocabulary identified vocabulary words from each chapterwords from each chapterd if b l dd if b l d

vocabulary words by vocabulary words by matching to a picture matching to a picture representing the representing the conceptconceptIdentify vocabulary words Identify vocabulary words

with multiple meanings with multiple meanings and the meaning and the meaning

concept. concept. Ryan will have fewer Ryan will have fewer vocabulary words but vocabulary words but

ll b dll b dTeaching in an Age of Accountability Teaching in an Age of Accountability 2121

ggapplicable to the context applicable to the context of this bookof this book

will be exposed to will be exposed to the entire bookthe entire book

S tS tSupportsSupports

Ryan’s IEP has identified the following Ryan’s IEP has identified the following supportssupports–– picture symbolspicture symbolspicture symbols picture symbols –– picturespictures

text readertext reader–– text reader text reader –– scribe as supports scribe as supports


Ryan’s Sample Form: Step 2Ryan’s Sample Form: Step 2Ryan s Sample Form: Step 2Ryan s Sample Form: Step 22. DEFINE THE OUTCOME(S) OF INSTRUCTION FROM THE INSTRUCTIONAL UNIT ON

_______________________.

What are the desired outcomes for all students in general education?What will classroom based

Which outcomes will be prioritized for direct instruction and monitored for the target student with significant cognitive

What supports (already identified or additional) would be necessary for theWhat will classroom based

assessment look like?target student with significant cognitive disabilities?What will formative assessment look like?

would be necessary for the target student to access the instruction?

- Identify unfamiliar vocabulary from the text using sound-letter

d t

- identifying unfamiliar vocabulary from the text using graphics and context

l i i th i f th

picture symbols, pictures, text reader, and scribe as supports

correspondence, sentence structure, context, and graphics

- Explain the meaning of

- explaining the meaning of those same vocabulary words by matching to a picture representing the concept. p g

identified vocabulary words from each chapter

- Identify vocabulary words ith lti l i d

p

He will have fewer vocabulary words but will still be exposed to the

ti b kwith multiple meanings and the meaning applicable to the context of this book

entire book.

I t ti l A ti itiI t ti l A ti itiInstructional ActivitiesInstructional Activities

All StudentsAll Students RyanRyanR ill li t t thR ill li t t thRead each chapter aloud Read each chapter aloud

in class in class –– students would students would take turns reading aloudtake turns reading aloud

Ryan will listen to the Ryan will listen to the chapter being read chapter being read –– he he will demonstratewill demonstratetake turns reading aloud take turns reading aloud

and demonstrate they and demonstrate they were listening bywere listening by

will demonstrate will demonstrate engagement by looking engagement by looking at pictures that at pictures that were listening by were listening by

following along in the following along in the book and participating in book and participating in

ppcorrespond to the text correspond to the text (i.e., picture of a boy, (i.e., picture of a boy, f il j b bikf il j b bikclass class

discussions/questions.discussions/questions.family, jobs, bike, family, jobs, bike, etc.). etc.).


Instructional ActivitiesInstructional ActivitiesInstructional ActivitiesInstructional ActivitiesSupportsSupportspppp

Pictures or picture Pictures or picture symbols thatsymbols thatsymbols that symbols that correspond to the correspond to the texttexttexttext

Ryan’s Sample Form: Step 3Ryan’s Sample Form: Step 33 IDENTIFY THE INSTRUCTIONALACTIVITIES TO BE USED IN THE UNIT3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.

What are the instructional activities planned for all students?

How can the student actively participate in the instructional activities?

What supports (already identified or additional) would help the student access the instruction?

1. Read each chapter aloud in class

– students would take turns reading aloud

1. Read each chapter aloud in class- Ryan can take a turn reading a small section

of a chapter providing the text paired with symbols, using software designed for this

-Pictures or picture symbols that correspond to the text-Writing With Symbols 2000 (Widgit) or PixWriter (Slater

– demonstrate they were listening by following along in the book and participating in class discussions/

purpose.(figure 2)- he will demonstrate listening/ engagement

by looking at pictures that correspond to the text (i.e., picture of a boy, family, jobs, bike,

Software, Inc)-Speech/language pathologist practice with content vocabulary-Picture symbol vocabulary words

questions.2. Each student will keep a

vocabulary journal for each chapter by:

etc.). (figure 1) and answering selected questions during class discussion.

2. Ryan will keep a vocabulary journal for each chapter by:

-Occupational therapist may help with fine motor skills

- writing unfamiliar words when heard while reading

- writing the words identified by the teacher

l b d

- pick the words paired with picture symbols from several within the entire book that he does not know and glue those in his journal

- glue other words identified by the teacherl b d i3. Classroom based

assessment:– Students will be given a list

of vocabulary words to d fi d i h d

3. Classroom based assessment: Ryan, using Writing With Symbols with a send grid, will:

- match a vocabulary word to its definition- complete sentences with different contexts

i h h b l ddefine and to write the word in a sentence using an alternative meaning.

with the correct vocabulary word

Target specific objectivesTarget specific objectivesTarget specific objectives Target specific objectives from the IEPfrom the IEP

While taking a turn reading a small section of a While taking a turn reading a small section of a chapter providing the text paired with symbols hechapter providing the text paired with symbols hechapter providing the text paired with symbols, he chapter providing the text paired with symbols, he can work on identifying picture symbols.can work on identifying picture symbols.When answering selected questions during classWhen answering selected questions during classWhen answering selected questions during class When answering selected questions during class discussion, he will be working on reading/listening discussion, he will be working on reading/listening comprehension. Therefore additional instruction can comprehension. Therefore additional instruction can be provided and the IEP objective monitoredbe provided and the IEP objective monitoredbe provided and the IEP objective monitored.be provided and the IEP objective monitored.He can work on identifying picture symbols and He can work on identifying picture symbols and words when matching words to definition and whenwords when matching words to definition and whenwords when matching words to definition and when words when matching words to definition and when he is completing sentences.he is completing sentences.Task completion can be monitored during all the Task completion can be monitored during all the

ti iti th t i fi i h d d tti iti th t i fi i h d d tTeaching in an Age of Accountability Teaching in an Age of Accountability 2727

activities that require a finished product.activities that require a finished product.

Ryan’s Sample Form: Step 4Ryan’s Sample Form: Step 4Ryan s Sample Form: Step 4Ryan s Sample Form: Step 44. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.

Which of the instructional activities provide opportunity to work on objectives?

What IEP objectives re: the general curriculum can be addressed within the

What other IEP objectives can be addressed within the instructional activities?to work on objectives? addressed within the

instructional activities?instructional activities?

1. Take a turn reading a small section of a chapter providing the text paired with symbols

2 Answer selected questions

1. Identifying picture symbols

2 Working on reading/listening2. Answer selected questions during class discussion

3. Match words to definition in complete sentences.

2. Working on reading/listening comprehension and monitor

3. Increasing reading vocabulary words

4. All the activities that require a finished product.

4. Task completion can be monitored during all activities.

Ryan’s WorkRyan’s Work


V i ’ S lV i ’ S lVeronica’s SampleVeronica’s Sample

14 year14 year--old middle school studentold middle school studentSi ifi t iti di bilitSi ifi t iti di bilitSignificant cognitive disabilitySignificant cognitive disabilityLimited vision and moderate hearing lossLimited vision and moderate hearing lossSeizure disorder Seizure disorder –– petit mal and grand malpetit mal and grand malUses a wheelchair and needs someone to Uses a wheelchair and needs someone to push herpush herLow muscle tone, difficulty crossing midline, Low muscle tone, difficulty crossing midline, gglimited fine motor skillslimited fine motor skillsUses objects to communicateUses objects to communicate

Teaching in an Age of Accountability Teaching in an Age of Accountability 3131VocalizesVocalizes

V i ’ IEP G lV i ’ IEP G lVeronica’s IEP GoalsVeronica’s IEP Goals

Increase communication using an Increase communication using an augmentative communication boardaugmentative communication boardggFollow simple one step directionsFollow simple one step directionsActivate a one level communication Activate a one level communication device with up to 8 keys (or message device with up to 8 keys (or message squares) squares) Id tif hi h t t i tId tif hi h t t i tIdentify high contrast picture Identify high contrast picture symbols/picturessymbols/picturesIdentify numbers 1Identify numbers 1 55Identify numbers 1 Identify numbers 1 –– 55Match objects to objects or picture Match objects to objects or picture symbolssymbols


symbolssymbols

Stepwise Process to Accessing Grade Level Content Standards and Curriculum

1. IDENTIFY THE STANDARD(S) THE INSTRUCTIONAL UNIT WILL ADDRESS.

What is the state standard? What is the grade level standard? What is the standard all about?What is the state standard? What is the grade level standard? What is the standard all about?

Understand measurable attributes of objects and the units, systems, and

f t

Understand, select, and use units of appropriate size and type to measure

l i t f d

Use appropriate tools and techniques to measure angles, perimeter, area,

f d lprocesses of measurementApply appropriate techniques, tools, and formulas to determine measurements

angles, perimeter, area, surface area, and volume.Select and apply techniques and tools to accurately find length, area, volume, and

l t i t l l f

surface area, and volume.

angle measures to appropriate levels of precision;

2. DEFINE THE OUTCOME(S) OF INSTRUCTION FROM THE INSTRUCTIONAL UNIT ON ( )_______________________.

What are the desired outcomes for all students in general education?

Which outcomes will be prioritized for direct instruction

What supports (already identified or additional) would be necessary for the

What will classroom based assessment look like?

and monitoring for the target student with significant cognitive disabilities?

target student to access the instruction?

– Apply appropriate measuring techniques to authentic task

– Demonstrate knowledge of how to

– Apply appropriate measuring techniques to authentic task

– Know how much something

- Math manipulatives- 4 key voice output device- Adaptive keyboard g

measure volume – Be able to estimate needed amount of

materials

gholds (i.e., volume)

p y- Auditory feedback software- Pictures

3. IDENTIFY THE INSTRUCTIONAL ACTIVITIES TO BE USED IN THE UNIT.

What are the instructional activities planned for all students?What will the classroom based assessment look like?

How can the student actively participate in the instructional activities?

What supports (already identified or additional) would help the student access the instruction?

1. Review length, width, and depth and discuss how these three things are used to measure volume

The class will brainstorm ways

1. 3 pictures/picture symbol of the same item with the length highlighted on one, width on one, and depth on the third. The teacher or paraprofessional will provide direct instruction

– line drawings or pictures– tactile ruler– voice output device

one centimeter cubes-The class will brainstorm ways to compute volume (e.g., mathematical formula, fill containers with cubes, build to scale with cubes and count)

paraprofessional will provide direct instruction on each. She will line a tactile ruler next the highlighted section of each picture

2. While students are doing a worksheet Veronica will practice lining her tactile ruler

– one centimeter cubes– template of scaled

drawing of the playhouse– adapted keyboard set up

like a calculatorscale with cubes and count)2. Practice figuring volume by

completing problems on a worksheet3. Work in small groups trying out

various methods determined during

Veronica will practice lining her tactile ruler next to the highlighted areas of the pictures and activating the corresponding number on the voice output device.

3 In small group Veronica will use 1 centimeter

like a calculator– calculator on the

computer

various methods determined during the brainstorming activity (e.g., math formulas, math manipulatives, scaled materials)

4 Apply the skills in the context of

3. In small group Veronica will use 1 centimeter cubes to fill a container (cube) and assisted in counting how many it took to fill the container.

4 Using a template Veronica matches one cube4. Apply the skills in the context of constructing a playhouse:

- To build a playhouse 5 feet by 3 feet the students must first

Determine how many cubic feet

4. Using a template, Veronica matches one cube to each square on the template and then is assisted in counting the number of cubes used. She can use an adapted keyboard set up like a calculator to convert to cubic yards by-Determine how many cubic feet

of concrete is needed for the foundation and the floor then convert to cubic yards

calculator to convert to cubic yards by matching the number of cubes counted and dividing by 3 (this will probably require gestural or physical prompting).

4. TARGET SPECIFIC OBJECTIVES FROM THE IEP TO ADDRESS DURING THE UNIT.

Which of the instructional activities provide opportunity to work on objectives?

What IEP objectives re: the general curriculum can be addressed within the i t ti l ti iti ?

What other IEP objectives can be addressed within the instructional activities?

instructional activities?

1. Place tactile ruler next to each 1. Identify the picture/picture picture/picture symbol symbol with verbal cue

2. Identifying the number on the 2. Identifying the correct number 2. Increase communication using augmentativey g

ruler y g

on the voice output device using augmentative communication device

3. Placing 1 centimeter cubes 3. No specific IEP objective for 3 Follow one step directionsinto the container this activity 3. Follow one step directions

4. Placing each cube on a square 4. Matching objects to objects or picture symbols (i.e., templateon the template picture symbols (i.e., template square)

5. Operate the adapted l l t 5. Identifying numbers 5. Increasing communicationcalculator y g g

Ch k i tCh k i tCheckpointCheckpoint

How do the 4 steps assist access to the How do the 4 steps assist access to the l i l ?l i l ?general curriculum?general curriculum?

How important is the general educator to the How important is the general educator to the process?process?How do we make activities “meaningful” for How do we make activities “meaningful” for ggstudents?students?Are the principles of Universal Design forAre the principles of Universal Design forAre the principles of Universal Design for Are the principles of Universal Design for Learning reflected in the 4Learning reflected in the 4--Step process?Step process?


ReferencesReferencesReferencesReferencesBurdge, Groneck, Kleinert, Wildman-Longwill, Clayton, Denham, & Farmer-

Kearns. (2001). Integrating alternate assessment in the general curriculum i H Kl i & J K (Ed ) Al M iin H. Kleinert & J. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 49-76). Baltimore: Paul H. Brookes Publishing Co.

Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.

Denham A (2004) Pathways to learning for students with cognitiveDenham, A. (2004). Pathways to learning for students with cognitive challenges: Reading, writing and presenting. Interdisciplinary Human Development Institute, University of Kentucky. [Online] Available: http://www.ihdi.uky.edu/IEI.

Lowry, Lois. The giver. (1999) New York: Bantam Books for Young Readers.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instructionMarzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Mayer Johnson Co (1998) Boardmaker for Windows (version 5 0) [ComputerMayer-Johnson Co. (1998). Boardmaker for Windows. (version 5.0) [Computer Software] Solana Beach. CA: author.

References Cont.References Cont.References Cont.References Cont.National Council of Teachers of English (1998-2005). Standards for the English Language Arts. [online] Available: g g [ ]http://www.ncte.org/about/over/standards/110846.htm.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Chapter 4. Retrieved April 8, 2005, from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm.

Slater Software Inc. (2005). PixWriter. Version 2.2. [Computer Software]. Guffey, CO.

Widgit Software Ltd. (2004). Writing with Symbols 2000. [Computer Software]. C b id UKCambridge, UK.

Wiggins, G. & Mc Tighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Design (ACSD)Association for Supervision and Curriculum Design (ACSD).

Zabala, J. S. (1996) SETTing the stage for success: Building success through effective selection and use of assistive technology systems Retrieved April 4 2005effective selection and use of assistive technology systems. Retrieved April 4, 2005, from http://sweb.uky.edu/~jszaba0/SETT2.html.

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