Ethics, Equity, and Inclusive Education by Gajewski Agnes;Forlin Chris;

Author:Gajewski, Agnes;Forlin, Chris;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2017-05-08T00:00:00+00:00

Fig. 2. Typical OTL Concept Map.

Even if all of these elements are in place, it cannot be assumed that OTL is provided because students with ESN often experience barriers created by the curriculum, instruction, and materials and need to learn additional skills and concepts through direct instruction. Furthermore, large-scale assessments are insufficient to inform the enacted curriculum. Given the limited concept within current research of OTL, especially in relation to the assessed curricula (e.g., Kurz, Elliott, Wehby, & Smithson, 2010), and the underlying assumptions related to access that are generally assumed within the literature (e.g., Kurz et al., 2010), Taub, McCord, and Ryndak (in preparation) have identified three major additional elements that are required to create true OTL for students with ESN: (a) Universal Design for Learning (UDL); (b) ecologically identified individualized contexts and content embedded within and across all curricula; and (c) individualized supports. In effect, the full OTL concept map for students should look something like Fig. 3.

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