Technologies Supporting Curriculum Access for Students with Disabilities
Richard M. Jackson
PublisherNational Center on Accessing the General Curriculum (NCAC)
Date2004
Abstract
The Individuals with Disabilities Education Act (IDEA) of 1997 stipulates that all students with disabilities must have access to the general curriculum. and stresses the importance of the IEP document in educating students with disabilities. This article answers a series of questions for school personnel and other stakeholders to use for structuring increased access to the general curriculum for students with disabilities, through the use of technology. The questions include identifying and obtaining accessible content that aligns with the school’s curriculum and the state standard’s, ways to include approaches for preparing classroom materials and other instructional resources in accessible form into professional development, addressing technology issues of accessibility in selecting platforms, software, and web browsers, ways to include special education personnel and other stakeholders in establishing building-based technology support policies, ways to best integrate technology with core subject areas to reveal authentic student progress, ways to ensure that technology-related needs of students with disabilities are assessed in a high quality manner, ways to support the development of curriculum and instruction following the Universal Design for Learning framework, and ways to keep up with technology developments that potentially support students with disabilities in accessing the general curriculum. Included in the article are links to learn more information.
Cite As
Jackson, R. (2004). Technologies supporting curriculum access for students with disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2009). Retrieved [insert date] from http://www.cast.org/products-services/resources/2004/ncac-curriculum-access-technologies-supporting