Debra Bauder

Access to the General Curriculum A Curriculum and Instruction Perspective for Educators

The Individuals with Disabilities Education Act places more emphasis than ever on providing students with new ways to fully access the general curriculum. This places a great deal of importance on the areas of curriculum and instruction. It also recognizes the need for special and general education staff to work together to offer high-quality support and instruction. The role of the digital curriculum and accompanying technology is beginning to bring new perspectives to how students can be engaged and have more control over their own learning.

Technology and Transition in the 21st Century

T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 6 , pp . 33 6 – 34 3. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 88 08 9 Sarah is a 17-year-old with autism spectrum disorder who is not sure what she wants to do once she graduates in a year. She has been enjoying working at her high school job—a copy center—for the past 3 years. She loves being around people and interacts well with her coworkers and customers. Sarah struggles, however, in remembering all that is required of her and has a hard time remembering the processes for different tasks, such as making copies. Although she has enjoyed her experience, Sarah wants to begin a career in something she loves. The problem is that Sarah does not know what she is passionate about. She does not know what kind of job would interest her and would be suited to her strengths and weaknesses. At school one day, Sarah shares her concerns with her special education teacher, Mr. Garcia. She asks questions, such as “What kind of jobs are out there?” “How would I get to and from my job?” and “How can I prepare for a new job?” Mr. Garcia was pivotal in helping Sarah receive the job that she has now. He knows that she would not be happy working there long-term and is sure that he could help her find a satisfying career. Mr. Garcia has helped many students like Sarah transition from high school to the workforce by utilizing different technologies. To ease Sarah’s concerns, he begins to tell her about all of the resources that are available. Devices like smartphones, tablets, and MP3 players are becoming everyday tools for the majority of the population. Technology can assist students with disabilities in many self-determination activities, such as choice making, decision making, and self-management. In addition, technology tools can support them in a wide range of transition-related settings, including daily living, postsecondary education, employment, and recreation and leisure. When engaged appropriately, these technologies can have dramatic effects, improving the long-term outcomes for individuals with disabilities. Specifically, various technologies can (a) provide support for response prompting to enhance job-related performance, (b) allow for virtual experiences to teach desired postsecondary skills, and (c) facilitate access to transportation options to desired postsecondary locations.