ASH ESE 633 Week 2 Assignment

Developing Curriculum Design

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In this assignment you will
demonstrate your understanding of
the following learning objective:

Identify the various roles of team

members in providing academic
support in an inclusive environment.
The assignment represents your
mastery of the Course Learning
Outcome 4.

Murawski and Spencer (2011) define

inclusion as an academic setting
that provides support and service in
the general education classroom so
that students with a disability have
equitable access to the same
curriculum as their peers (p. 19).
Inclusion can consist of one class
period up to a full day (i.e., full
inclusion). Regardless of the time
spent within the general education
classroom, the overarching theme of
inclusive education is collaboration
between the general educator, the
special educator, service providers,
and paraprofessionals/instructional
assistants to provide meaningful and
engaging curriculum for all students.
Strategies for creating materials and
providing instructional delivery vary
depending on your role in the
collaborative education team.
One method for developing and
teaching lessons is through Universal

Design for Learning (UDL), which is

used to reduce barriers, as well as
optimize levels of challenge and
support, to meet the needs of all
learners from the start (National
Center on Universal Design for
Learning, 2012, para. 2). Team
members involved in this type of
planning and delivery include the
general educator and any other
education or service providers who
support students with disabilities in
the general classroom. Another
method that can be incorporated
with UDL is Differentiated Instruction
(DI), whereby teachers can
structure learning environments that
address the variety of learning
styles, interests, and abilities found
within a classroom(Willoughby,
2005). This means that teachers
provide learning options, challenge
levels, and assessment choices in
order to engage all students

according to their needs and ability

levels.

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