About the Federation for
Children with Special Needs
About the PEER
Official Newsletter of
the PEER project
A large collection of links to sites like this one
Every Single Student
Parents Engaged in Education Reform
Promoting educational opportunities for all students
a special project of the
PEER Resource Manual on Standards-Based
• Curriculum & Instruction
"All students" means every single student."
The Restructuring and Inclusion Project conducted by the Institute on Disability at the University of New Hampshire
It may seem at first that general education reform has little to do with students with disabilities. After all, parents and their organizations have pushed for and won tremendous advances in education for children with disabilities over the past 25 years. Most parents of children with disabilities have come to rely on state and federal special education laws for guarantees that their children with disabilities will receive an appropriate education. For years, these laws have detailed the steps that must be taken to develop a child’s Individualized Education Program (IEP), including rules for parent participation. These laws require that, to the maximum extent appropriate, each child with a disability be educated in regular classes along with his or her nondisabled peers with supplementary aids and services as appropriate.
Yet, with national attention focused on reforming education for all students, it is critical now that parents and teachers become familiar with these issues as they relate to students with disabilities.
Unfortunately, for too many children,
school is characterized by low-expectations, watered-down curriculum, and
unfulfilled potential. At one time, the mantra "all means all" was taken
at face value. Today, when we hear all means all, we can’t help but wonder
who is left out. Yet, the promise of education reform will only be fulfilled
when schools really do work for all students. Our intention in developing
Every Single Student was to help fulfill that promise: to help bridge the
gap between what is possible for some and what is possible for all. Thinking
in terms of "every, single student," means you won’t ever have to ask if
"all means all." Therefore, the PEER Project at the Federation for Children
with Special Needs is pleased and excited to share with you Every Single
Student: A PEER Resource Manual on Standards-Based Education and Students
with Disabilities. It covers a broad range of topics relevant to the education
of students with disabilities in today’s schools.
"Raising Standards of Learning: Standards-Based
Education and Students with Disabilities" introduces some of the key ideas
behind standards-based education reform efforts. It describes the role
of standards in improving education and how participation in state standards
and the general education curriculum can increase educational opportunities
for children with disabilities.
Educating One & All: Students with Disabilities and Standards-Based Reform http://www.nap.edu/readingroom/books/edu/ Find the Executive Summary of the report by the Committee on Goals 2000 and the Inclusion of Students with Disabilities
Parents ask about standards http://www.rmcres.com/famed/askabout/english/standard.html This site explains standards in the context of Title I.
Los padres preguntan acerca de estandareshttp://www.rmcres.com/famed/askabout/index_s.html
Este sitio contiene información sobre estandares (normas de aprendizaje)
en el contexto de Título I.
"Curriculum and Instruction: Key Strategies
to Promote Equity and Excellence" answers the "essential questions, "How
must curriculum and instruction be designed so that all students belong
and achieve to the same high standards?" and "What role can parents play
in promoting curriculum and instruction that supports equity and excellence
for not only their child, but for their school district?"
Family Village School http://www.familyvillage.wisc.edu/school.htm
Family Village School Instructional Resources http://www.familyvillage.wisc.edu/education/inclusioninstruct.html
Testimony on IDEA -- June 20, 1995 http://www.ed.gov/Speeches/06-1995/idea-2.html
In an effort to assist educators, parents,
and policymakers as they move toward full participation of students with
disabilities in state and districtwide assessment programs, the PEER Project
compiled "Accommodations: Examples from State Assessment Policies." The
list was drawn primarily from a review of state policy documents developed
by the 47 states currently administering state assessment programs.
Test Accommodations for Deaf Students http://www.gallaudet.edu/~catraxle/accomgu.html
who have disABILITIES: Resource and Guidebook, http://www.cosc.brocku.ca/faculty/radue/disabilities/
In "Assessment: A Key Component of Education Reform," issues of results-based accountability, participation in assessments, and accommodations are discussed. The Information Brief includes an action plan for assessment to help parents proactively address the issues of accountability for the learning of all students.
"Statewide Assessment: Policy Issues,
Questions, and Strategies" discusses the policy implications of participation
of students with disabilities in assessment, the stakes of assessment,
what types of accommodations are available, and how test results will be
used. It also includes a checklist, "Making an Impact: Strategies for improving
your state’s assessment policy."
CRESST: Center for Research on Evaluation, Standards, and Students Testing http://www.cse.ucla.edu
on Assessment and Evaluation http://ericae.net
"Education Reform and Students with
Disabilities: The Legal Basis" provides an overview of the federal laws
which mandate the inclusion of students with disabilities in education
reform initiatives. Key provisions in IDEA, Goals 2000, Section 504, the
ADA, and Title I are highlighted.
"Opportunity to Learn and Education
Reform: Ensuring Access to Effective Education for All Students" discusses
"opportunity-to-learn requirements," another key component of standards-based
education reform. Standards and assessment can bring about meaningful educational
change only if combined with requirements that ensure ALL students’ access
to learning and to the kind of learning opportunities they need to reach
the standards being measured.
"Section 504, the Americans with Disabilities
Act, and Education Reform" examines how Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act (ADA) should work to
ensure that students with disabilities enjoy the benefits of these reforms,
and the quality education for which they aim.
"IDEA 1997: Improving the Education
of Students with Disabilities in an Era of Education Reform" highlights
the specific features of the Individuals with Disabilities Education Act
Amendments of 1997 (IDEA) that relate to education reform. The new amendments
add clear and powerful new requirements that parents, educators, and advocates
can use to make sure that students with disabilities benefit from school
IDEA Practices, http://www.ideapractices.org, answers your questions about the Individuals with Disabilities Education Act, keeps you informed about IDEAs That Work, and supports your efforts to help ALL children learn, progress, and realize their dreams.
IDEA resources on promising practices, http://www.fape.org, from Family and Advocates Partnership for Education
IDEA ’97, http://www.nichcy.org/ideanws.htm, from National Information Center on Children and Youth with Disabilities (NICHCY)
Family Village School, IDEA and other education related laws http://www.familyvillage.wisc.edu/education/idea.html
from the Council of Educators for Students with Disabilities, Inc.
"Title I: Tools for Ensuring Quality
Educational Opportunities" presents an overview of programs under Title
I of the Elementary and Secondary Education Act, as ameded, assessment,
accountability and improvement, and parent involvement at the state, district,
and school levels.
Los Padres Preguntan Acerca de Título I, http://www.rmcres.com/famed/askabout/spanish/titulo1.html
Title I -- How Can I Make Sure My Child is Learning? http://www.neighborhoodlaw.org/Title%201%20program.htm, prepared by the Center for Law and Education
National Sources of Help About Title I, http://www.rmcres.com/famed/askabout/english/title1.html#address
National Association of State Title I Directors, http://www.titlei.org
Title I as a Tool for Parent Involvement,
prepared by the Center for Law and Education
"Transition in an Era of Education Reform"
explores the need to rethink the process of "transition" of students with
disabilities from high school to post-secondary and other post-school activities.
Transition has become a separate, post-school planning process for some
students with disabilities, one that can work at cross purposes with the
goals of school reform. Suggestions for how transition can be structured
to support students’ with disabilities participation in standards-based
education reform are set forth.
NTA Transition Resource Sheets by state, http://www.dssc.org/nta/html/ind_sta.htm
Family Village Transition http://www.familyvillage.wisc.edu/education/transition.html
"When the Individuals with Disabilities
Education Act (IDEA) was amended in 1997, key provisions related to positive
behavior support were enacted. "Positive Behavior Supports and Functional
Assessment of Behavior" discusses these provisions which represent a significant
shift in the approach to students with challenging behaviors.
Center for Effective Collaboration and Practice, Improving Services to Children and Youth with Emotional and Behavioral Problems, OSERS’ resources http://www.air-dc.org/cecp/resources/resource.htm
CECP, ADDRESSING STUDENT PROBLEM BEHAVIOR: An IEP Team’s Introduction To Functional Behavioral Assessment And Behavior Intervention Plans - http://www.air-dc.org/cecp/resources/problembehavior/main.htm
CECP, Conducting a Functional Behavioral
Assessment (2nd edition), http://www.air-dc.org/cecp/resources/problembehavior2/main2.htm
Many parents believe that attending
to special education laws is all that is necessary to ensure that their
children receive a good education. "Parent Participation: Crucial to Education
Reform" offers reasons why parents should participate in general education
reform today and how they can take advantage of new opportunities school
reform presents for their children.
Partnership for Family Involvement in Education, http://www.pfie.ed.gov
Institute for Responsive Education, Connecting Family, School, and Community, http://www.resp-ed.org
"Site Visits: Seeing Schools in Action"
is based on materials the PEER Project developed to guide teams of parents
and professionals in conducting site visits to schools. PEER developed
a series of guiding questions, an overall protocol for conducting the visit
and for post-visit debriefing, and information on site-visit etiquette.
This publication has been reviewed and approved by the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). Funding for this publication was provided by the Office of Special Education Programs, OSERS, U.S. Department of Education, through grant #H029K50208.
© Copyright 1999