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Resources to Support Student Access to the General Curriculum

 

The Texas Education Agency and the Vaughn Gross Center for Reading and Language Arts (VGCRLA), located in the College of Education on The University of Texas at Austin have collaborated to create professional development products and special education materials to support students' greater access to the general curriculum.


Initiated to link special education with Texas statewide reading initiative activities, the Special Education Reading Project (SERP) was designed to identify effective reading and writing techniques that enhance the knowledge, skills, and practices of special education teachers in implementing and evaluating the Texas Essential Knowledge and Skills (TEKS) with students with special needs.  


Two resources that are available:

Instructional Decision-Making Procedures for Ensuring Appropriate Instruction for Struggling Students


The purpose of this booklet is to provide campus-based administrators and educators with procedures for ensuring appropriate instruction for students struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL). The procedures in this booklet can be used by educators to reduce referrals to special education and by school teams to identify supplemental instructional practices. Administrators and educators can also use the information gathered from implementing these procedures at the admission, review, and dismissal (ARD) meeting to ensure that lack of appropriate instruction is not the reason for why a student is determined to have a disability.


Co-teaching Booklet | Coordinating for Reading Instruction: General Education and Special Education Working Together

The purpose of this booklet is to provide strategies to help general and special education teachers, speech and language pathologists, school counselors, para-professionals, and administrators (e.g., principals, special education coordinators) plan for and implement co-teaching during reading instruction in classrooms where a variety of learners are represented, including students with disabilities. For further reading on any of the information presented, please consult the reference section. The content in this booklet has been influenced by current research on co-teaching and inclusion, a yearlong sustained conversation with four co-teaching teams, and our experience from observations in over seventy co-teaching classrooms.

Additional Links and Resources

Division of IDEA Coordination

1701 North Congress Avenue | Austin, Texas 78701-1494

Telephone: 512.463.9414 | Fax: 512.463.9560

E-mail: sped@tea.state.tx.us

 

Page last modified on 5/6/2011 08:51:31 AM.