2019 TASH Conference has ended
Each year, the TASH Conference brings together our constituents to share resources and success stories, learn about field-driven best practices, and network within a community engaged in shared values. The Conference is attended by passionate leaders, experts, and advocates from every corner of the disability community. Conference attendees are influential in their fields and communities, and play an important role in the provision of services and supports for the millions of individuals and organizations around the world; and include professors and researchers from leading institutions; those involved in local, state, and federal governments and public policy; special and general educators, and school administrators; self-advocates, adult service providers; students, family members, and many others.  This year’s conference theme, Building Diverse and Inclusive Communities, reminds us that equity, opportunity, and inclusion relies on the input of broad perspectives and experiences.
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Friday, December 6 • 5:15pm - 6:30pm
Curricula for Students with Significant Disabilities

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The curriculum for students with moderate-severe disabilities is individualized. While core standards are relevant and considered, IEP teams determine the actual goals for which progress is measured for each student. The IDEA (2004) requires reporting by states on the progress of all students toward general education standards. In the era since No Child Left Behind (NCLB, 2002) legislation, states are required to develop an alternate assessment for students that were unable to access the standardized assessment in their state. Being required to show progress and provide an assessment, the expectation that all students have access to the general education standards based curriculum has been the driving force in instructional material development for the past two decades (Petersen, 2016). Studies have also examined how to address access to general education standards (Ballard & Dymond, 2017; Cushing, Clark, Carter, & Kennedy, 2005). However, the terms used to define the types of curricula might be more exclusive than inclusive. Trela and Jimenez (2013) suggest using different language to promote inclusive practices. One possible solution for an inclusive life for students with significant disabilities at the school level is to understand the terms used surrounding curricula and how curricula is addressed across districts/states. An analysis of district websites will provide an idea of how terminology is used and how curricula is and could be aligned to the Common Core State Standards. The results of the study can allow us to understand what districts are doing and inform creative ways to be more inclusive in the school setting.


Friday December 6, 2019 5:15pm - 6:30pm MST
Akimel Ballroom 3