Universal design
Running Head: UNIVERSAL DESIGN FOR SCHOOL ORGANIZATIONS
Universal design By Kari Lewinsohn Reprinted with permission 2017 Universal design is a concept that is receiving newly intensified scrutiny due to changes in the Individuals with Disabilities Education Act (IDEA; 2004) (Hardman & Dawson, 2008). These changes call for students with disabilities to be educated in the least restrictive environment which is assumed to be the regular education classroom. As students with disabilities are increasingly included in the regular education curriculum there is a call to address issues affecting these children to create a successful and enriching environment for all students. An organization that plans ahead will take steps to eliminate the “pervasive abelist attitude that children with disabilities are incapable” (Hehir, 2007, p. 110). School organizations Currently, the two areas that tend to receive the most attention in general education settings and result in the largest amount of referrals for special education services are “reading ability and behavioral adjustment” (Hehir, 2007, p. 91). School systems need to address universal designs in these two areas especially if headway is to be made in the inclusion of all learners in scientifically based general education curriculum and national assessments. Using the research of scholars like Skrtic and Elmore (Hehir, 2007), the focus for establishing a universal design for a school organization should be handled utilizing a “problem-solving type organization” (p. 106) that explores and reflects on practices in a
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Universal design
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continual process, rather than using a one-size fits all mentality. “Successful inclusive classrooms don’t happen by chance; they are the products of careful planning” (Peck & Scarpati, 2009, p.4). Affects upon special education students The benefits for special education students are access to quality curriculum and instruction. Special education students traditionally lack self-regulation skills to be successful in the general education curriculum. A sound design process will assist students in improving with their ability to participate effectively. Also, with the responsibility of teaching all children to the highest standards possible, “all teachers need to acquire a core of knowledge and skills that facilitates their ability to teach and work collaboratively in meeting the needs of all students” (Hardman & Dawson, 2008, p.7).
Universal design Resources
Hardman, M.L., & Dawson, S. (2008). The impact of Federal public policy on curriculum and instruction for students with disabilities in the general classroom. Preventing School Failure, 52(2), 5-11. Retrieved February 1, 2009, from ProQuest Education Journals database. (Document ID: 1428355731). Hehir, T. (2006). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
Peck, A. & Scarpati, S. (2009). Special Education by Design. Teaching Exceptional Children, 41(3), 4. Retrieved February 1, 2009, from ProQuest Education Journals database. (Document ID: 1625090021).
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