Some Recent Ideas Regarding the Modification the General Education Curriculum to Meet the Requirements of Special Needs Students
This paper examines, synthesizes, and critiques recent literature regarding the adaptations, modifications and improvements made to the general education curriculum for elementary grade special education students. This paper especially focusses on language arts and mathematics classes at the elementary level. Using references to recent research, this paper shows how the general education curriculum is adapted in a number of ways to accommodate special needs students. The special needs curriculum evolves from the premise that special needs students need more help with life skills than are normally supplied by the general education curriculum. The special needs curriculum is amended according to where the special needs student is primarily located - in the general education classroom, in the special needs class, or in a combination of both. This location not only has a profound impact on the instruction methods, but is among the most debated issues in special education literature. Many changes are made to the general education curriculum to accommodate special needs children. Technology plays a significant role in many of these changes. Specific computer games and programs are used to read words out loud to students, suggest words, help students type, or assist students who find spelling challenging. Students also make use of programs and applications - such as the Internet and word processing programs - also used by the general education students, albeit in ways which are more guided and structured than the uses of the studentsÂ’ general education counterparts. Special needs students also make use audio tapes or image collages to learn reading and comprehension skills. In language arts classes, special needs students are encouraged to master practical skills such as spelling, reading, and writing, and are concurrently encouraged to find alternative forms os communication, using role playing, pictorial representations, and team work efforts. In mathematics classes, special needs students are encouraged to learn practical skills such as problem solving involving practical concepts of time and money. Despite recent studies concerning the efficacy of these various changes to the curriculum, much research still remains to be conducted regarding some of the basic assumptions regarding special education and regarding the efficacy of these curriculum modifications in terms of each others.
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