Curriculum Access for Students with Low-Incidence Disabilities: the Promise of Universal Design for Learning

NCAC

Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning

This report was written with support from the National Center on
Accessing the General Curriculum (NCAC), a cooperative agreement between CAST and the U.S. Department of Education, Office of Special Education Programs (OSEP), Cooperative Agreement No. H324H990004.
The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.

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Curriculum Access for Students with Low-Incidence Disabilities: The Promise of Universal Design for Learning

Written by Richard M. Jackson, Director of Practice and CAST’s Liaison to Boston College for the National Center on Accessing the General Curriculum

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Edited by Valerie Hendricks
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This report addresses the following questions:

* What is Universal Design for Learning (UDL)?

* What are low-incidence disabilities?

* Why are schools and communities particularly challenged in serving students with low-incidence disabilities?

* What are the needs of students with low-incidence disabilities?

* What curricula and instructional practices are currently used with students with low-incidence disabilities?

* What planning models are in use for students with low-incidence disabilities?

* How can IEPs ensure greater access to the general curriculum for students with low-incidence disabilities?

* What approaches exist for enabling students with low-incidence disabilities to participate in state- and district-level assessment systems?

* How can the UDL framework increase access to the general curriculum for students with low-incidence disabilities?

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