Accessing the General Curriculum by Nolet Victor;McLaughlin Margaret J.;

Author:Nolet, Victor;McLaughlin, Margaret J.; [Nolet, Victor; McLaughlin, Margaret J.]
Language: eng
Format: epub
ISBN: 1480188
Publisher: Corwin Press
Published: 2005-06-01T00:00:00+00:00

IN WHAT WAYS IS THE STUDENT’S DISABILITY IMPACTING ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE IN THE GENERAL EDUCATION CURRICULUM?

At times, the impact of a student’s disability on academic achievement is quite obvious. Clearly, a student who has sensory or mobility deficits will require supports aimed at compensating for those deficits. However, one of the most persistent problems that IEP teams face is that often it is very difficult to separate the direct impact of disability from other factors that impact school performance, such as language, class, previous educational opportunity, culture, or various family factors. This dilemma is particularly problematic for teams attempting to sort out the needs of students labeled as “learning disabled” because often the primary criteria for serving students in special education under this category is the existence of an IQ-achievement discrepancy. The mere presence of a gap between a student’s score on an IQ test and her or his score on an achievement test provides no instructionally relevant information on which to build an educational program. For example, research during the last decade has shown that often, young, poor readers who have an IQ-achievement discrepancy perform no differently than young poor readers who do not demonstrate such a discrepancy (Fuchs, Mock, Morgan, & Young, 2003).

Figure 4.7 Performance Dimensions, Probes, and Accommodations

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