Surprise, surprise, its not just reading, writing and arithmetic that we address in the IEP. The purpose of the IEP is to come up with a plan that will allow the child to access all of their education. That means that the accommodations and modifications that can be associated with an IEP must also address non academic issues that get in the way of learning. Today's focus is on academics and the core curriculum as well as the extracurricular, recreational, and leisure skills that provide a fuller more satisfying life style. The 5 Curriculums are:
1) Core Curriculum
2) Extracurricular and non-academic activity skills as well as recreation and leisure skills
3) Expanded curriculum / Disability specific curriculums /and independent functional skills across environments
4) Assistive technology devices/ services and curriculum
5) Behavioral curriculum
The Core curriculum is one of only 5 Curriculums that may be included in the IEP.
The general education curriculum or core curriculum is the State Department of Education or School District approved subject matter provided to children without disabilities and the basic intellectual competencies, associated concepts, skills and perspectives, and specified student outcomes that they are expected to develop and independently apply, rather than a list of specific courses and course content.
These curriculums are often on the school district’s or states websites for review, for each grade. They address broad and multiple perspectives on the student’s relationship to the larger society and world and help the child understand the responsibilities of living in a culturally and ethnically diversified world. It includes objectives to:
All IEPs reference the Core Curriculum to address THE CLOSING OF THE EDUCATIONAL GAP between the baselines of the child with a disability and their peers. It does NOT matter how severe their disabilities are because through differentiated instruction in a "core curriculum" class a child with a disability can be included.
Extracurricular activities and nonacademic activities are school activities that are not part of the general curriculum.
Check your IEP and make sure that it specifies
GAO Report, Students with Disabilities: More Info. and Guidance Could Improve Opportunities in PE and Athletics, GAO- 10-519, noted that the percentage of IDEA students who participated in “traditional” school-based extracurricular athletics (that is, athletics not specially designed for students with disabilities) ranged from 6 to 25 percent while other students participated at a much higher rate.
AN IEP MUST INCLUDE a statement of the special education and related services and supplementary aids and services to be provided to the child and a statement of the program modifications or supports for school personnel that will be provided for the child to be involved in and make progress in the general education curriculum and to participate in extracurricular and other nonacademic activities. 20 USC § 1414(d)(1)(A)(i)(IV)(bb); and 34 CFR § 300.320(a)(4)(ii).
FAPE- FREE APPROPRIATE PUBLIC EDUCATION - state eligibility for federal funding:
LRE ENVIRONMENT REQUIREMENT:
In providing or arranging for the provision of nonacademic and extracurricular services and activities, including meals, recess periods, and the services and activities set forth in § 300.107, each public agency must ensure that each child with a disability participates with non-disabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of that child. The public agency must ensure that each child with a disability has the supplementary aids and services determined by the child's IEP Team to be appropriate and necessary for the child to participate in nonacademic settings. 300.117,
Nonacademic services. (a) General. (1) A recipient to which this subpart applies shall provide non-academic and extracurricular services and activities in such manner as is necessary to afford handicapped students an equal opportunity for participation in such services and activities.
34 CFR § 104.37
Physical education and athletics.
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Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
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