Hoover, J. J., & Patton, J. R. (2004). Differentiating Standards-Based Education for Students
with Diverse Needs. Remedial & Special Education, 25(2), 74-78. Retrieved from EBSCOhost.
The amendments to the Individuals with Disabilities Education Act in 1999 and the NO
Child Left Behind law of 2002 have forever changed the way standards and curriculum are
viewed and used in education. Since all students, including those needing differentiation and
modifications, are required to participate in assessments mandated by the state it is only logical
that all students to be able to participate in the same standards-based curriculum. The authors are
encouraging educators to higher rather than lower expectations for students with special needs to
meet standards. There are three areas that comprise standards-based curriculum: content
standards, performance standards and opportunity to learn standards. This article provides four
essential components for differentiating and implementing standards-based curriculum: content,
instructional strategies, instructional settings and student behaviors. It is imperative that these
four components be modified to best fit a students needs in order to meet the content,
performance and opportunity standards of a standards-based curriculum.
Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-Based
Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-63. Retrieved
from EBSCOhost.
When using a multilevel lesson planning system all students regardless of abilities and
needs can learn in and from a general education classroom environment. No two students learn
in the same way and therefore should not be taught as if they do. Differentiation benefits all
students by providing them with the appropriate amount and types of support they need to be
successful. There are two main goals of differentiation. The first goal is to increase the
opportunity for all students to receive the general curriculum for their grade level. The second
goal of differentiation is to create appropriate and necessary support for students. Differentiation
is not only essential in making curriculum accessible to students but, is also essential in creating
multiple means for assessing what a student knows and understands. Today, assistive
technologies offer numerous possibilities for educators to ensure that students are successful in
their education.
Voltz, D. L., Sims, M., Nelson, B., & Bivens, C. (2005). M²ECCA: A Framework
for Inclusion in the Context of Standards-Based Reform. Teaching Exceptional Children, 37(5),
14-19. Retrieved from EBSCOhost.
The M²ECCA framework was created to aid teachers in an inclusive classroom setting to
appropriately and effectively incorporate standards-based curriculum for all their students.
M²ECCA stands for the five key elements that make up its framework. The five key elements
are: Methods of instruction, Materials of instruction, Environment of the classroom, Content of
instruction, Collaboration, Assessment. This article provides an in-depth depiction for
implementing a standards-based curriculum in an inclusive classroom environment. The way in
which a teacher teaches significantly affects their students and the level of success they achieve
throughout the school year. Assistive Technologies provide many options for students who learn
in a variety of ways. Assistive Technology enables teachers to support students’ needs within
the classroom. Universal Design for Learning should be integrated into all classrooms.
Universal Design makes standards-based curriculum accessible to all students in inclusive
settings.
Staugler, K. (2008, February). Research Review Summary [Standards-Based Curriculum for
Students with Significant Disabilities]. Retrieved from Unique Learning System website:
http://unique.n2y.com/uniqueResearch.pdf
This article provides compelling and research backed information for the necessity for
standards-based curriculum for students with significant disabilities. Due to the 1997
amendments to IDEA and No Child Left Behind requiring schools to increase learning and
teaching, as well as, requiring all students to be involved in general curriculum; standards-based
curriculum needs to be appropriate and accessible to all students. Students with Disabilities are
not receiving enough curriculum modifications necessary for them to be successful using general
education curriculum. In order for students with disabilities to learn from the general education
curriculum they need to have access to curriculum and learning opportunities. Students with
disabilities have been found to participate in more state standard tasks and activities, with
modifications and support, when included in the general education setting than in a selfcontained setting. Therefore, there should not be lower expectations for students with disabilities
to learn than their peers. Teachers and educational teams can use knowledge and data on
students with disabilities to pair general curriculum to individual students’ goals.
Further research needs to be done to determine the impact that No Child Left Behind and state
standards have had on students with disabilities.