General Curriculum Access Reflection
Summary (I can identify Saturn, but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts)
From the commencement of the special education field, developing a curriculum for learners with serious disabilities has been a subject extensively addressed. With legislation and curriculum modifications being made in the special education field, deciding the most efficacious curriculum for learners with austere disabilities necessitates amplified attention. The evident-based practices mandates from legislation and data on longitudinal results for learners should affect the choices made for learners with serious incapacities (Ayres et al., 2011). As such, the special education instructors ought to continue increasing actual upshots for learners by concentrating on them as people with precise inclinations and necessities. This will result in perfect curriculum development for all learners. Typically, learners working on functional abilities presented via a meaningful curriculum tend to result in an increasingly independent life.
Summary (Seven reasons to promote standards-based instruction for students with severe disabilities)
In a current article by Ayres et al. (2011), the authors suggested that concentrating on functional abilities for learners with austere abilities results in an increasingly independent life. Typically, these authors have questioned the utilization of a standards-based curriculum as failing to address the individualized abilities learners will exercise in adult life. As such, this article tends to be a response to Ayres et al.’s arguments regarding the degree to which encouraging instructional skills has an increased probability of living a more independent life for disabled learners. One of the arguments in this rejoinder against Ayres et al.’s supposition is the disagreement regarding the application of a standards-based curriculum. The suggestion is that working on grade-level content tends to take the time that should be distributed to instruct adult life skills (Courtade et al., 2012). Nevertheless, the article has included seven explanations of why a standard-based curriculum is suitable. Some of the descriptions comprise the relevancy of the standard-based curriculum and the right to a complete educational opportunity.
Linking to the Readings
The articles are related to the class readings in addressing the most effective curriculums that could benefit disabled people. Browder & Wilson (2001) present a comprehensive guide to designing and instigating personalized curricula for learners with severe to moderate incapacities. According to Courtade et al. (2012), an individualized curriculum tends to be inadequate once it is the only curriculum. The idea is to come up with a curriculum that effectively caters to the needs of disabled learners. As Ayres et al. (2011) state, determining the most successful curriculum for learners with serious disabilities necessitates intensified attention.
Practical Implications
The standard-based curriculum is vital and has various advantages that benefit disabled learners. However, it is accurate that not all parents, instructors, and learners embrace the focus of standard-based teaching. Even so, this is not reason enough not to encourage it. Typically, learners with disabilities have the right to complete educational opportunities, and standard-based education helps them do so. For example, the disabled students in my school tend to do very well in school and develop skills that other learners have, such as socialization abilities. This gives them the confidence to face the world.
Implications for Future Teaching
The readings will impact my practices as a teacher in encouraging dignity for disabled learners and concentrating on their specific needs to help them attain their best. The general curriculum tends to equip learners with knowledge and abilities to assist them in succeeding professionally and becoming well-educated individuals wholly. Considering its benefits, a standard-based curriculum ought to be encouraged.
References
Ayres, K. M., Lowrey, K. A., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and training in autism and developmental disabilities, 11-21.
Browder, D. M., & Wilson, B. (2001). Curriculum and assessment for students with moderate and severe disabilities. Guilford Press.
Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and training in autism and developmental disabilities, 3-13.
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Question 
Directions: After reading the two assigned articles, you will write a five-part reflection with the following components. Your reflection should be no longer than four pages with one-inch margins, 12-point fonts, double-spaced, and follow all APA Writing Guidelines. Below is a description of your assignment, including a model of the types of headings you should include and the appropriate formatting for those headings.
General Curriculum Access Reflection
The Title of Your Reflection Goes Here
Summary of Article (put title of article here)
In this section, you should provide a summary of the article. Your summary should be no less than one or two paragraphs but no more than a page. It is important to highlight the key aspects of the article but not recite the entire article. It is unnecessary to include any direct quotes, instead use your own words to paraphrase and don’t forget to include citations as needed.
Summary of Article (put title of article here)
In this section, you should provide a summary of the article. Your summary should be no less than one or two paragraphs but no more than a page. It is important to highlight the key aspects of the article, but not recite the entire article. It is unnecessary to include any direct quotes, instead use your own words to paraphrase and don’t forget to include citations as needed.
Linking to the Readings
In this section, you should relate the articles to the readings from the other class. Provide examples of how the articles demonstrate the concepts included within the class readings. Again, your summary should be no less than one or two paragraphs but no more than a page. You will need to provide citations here as well since you will be including information from both the article and the textbook.
Practical Implications
In this section you should make connections between what you have learned in this class so far, these two articles, and your own educational environment. Provide specific examples of how the issues discussed in these two articles manifest in your school. It really paints the picture of how this debate affects classrooms and the dynamic of the school.
Implications for Future Teaching
In this section you should talk about how this reading will impact your practices as a teacher. What is your current opinion on the topic of general curriculum access? You may also include any thoughts or reflections you have on the topic in general. Although in APA writing, first person language (i.e., say the words I, we, or me), you may use first person language in this section only. Be clear, use examples, and provide a description in this section. Similar to the previous sections, this section should be no less than one or two paragraphs but no more than a page.