ANTAR RASHTRIYA MAHILA DIVAS 2020 NI UJAVANI KARVA BABAT
Curriculum and instruction are the meat of the educational process. Real change in education comes with changes in the content that teachers teach and students learn, and in the instructional methods that teachers use. Both curriculum and instruction in turn are shaped by expectations about the kinds of educational outcomes that students should manifest by the time they graduate from high school.
Standards-based reform has been built around a specific set of assumptions about curriculum and instruction, embodied in the content and performance standards that are central to the reforms. Special education, for its part, has been built around a set of assumptions about valued post-school outcomes, curricula, and instruction that reflect the diversity of students with disabilities and their educational needs. Whether students with disabilities will participate successfully in standards-based reform will depend largely on the degree of alignment between these two sets of assumptions.
This chapter provides an overview of post-school outcomes and curricular and instructional issues for students with disabilities and their relationships to standards. We first review the key assumptions of standards-based reform concerning outcomes, curriculum, and instruction as embodied in existing state content standards. We then examine how these standards interact with the educational outcomes and curricular and instructional experiences that are valued for students with disabilities. We compare key characteristics, derived from research, associated with effective instruction for special education with the instructional assumptions of standards-based reform. The chapter ends with a discussion of the implications of including students with disabilities in the expected outcomes, curriculum, and instruction of standards-based reform and with conclusions about the alignment between standards-based reform and special education in these important areas.
Standards-based reform has been built around a specific set of assumptions about curriculum and instruction, embodied in the content and performance standards that are central to the reforms. Special education, for its part, has been built around a set of assumptions about valued post-school outcomes, curricula, and instruction that reflect the diversity of students with disabilities and their educational needs. Whether students with disabilities will participate successfully in standards-based reform will depend largely on the degree of alignment between these two sets of assumptions.
This chapter provides an overview of post-school outcomes and curricular and instructional issues for students with disabilities and their relationships to standards. We first review the key assumptions of standards-based reform concerning outcomes, curriculum, and instruction as embodied in existing state content standards. We then examine how these standards interact with the educational outcomes and curricular and instructional experiences that are valued for students with disabilities. We compare key characteristics, derived from research, associated with effective instruction for special education with the instructional assumptions of standards-based reform. The chapter ends with a discussion of the implications of including students with disabilities in the expected outcomes, curriculum, and instruction of standards-based reform and with conclusions about the alignment between standards-based reform and special education in these important areas.
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