Synopses & Reviews
How can educators create inclusive classrooms where students with intellectual and developmental disabilities not only participate and communicate, but also learn academic content? The groundbreaking model in this book is the answer. Practical, forward-thinking, and person-centered, the Beyond Access Model shows education professionals what meaningful inclusive education looks like and gives them the critical guidance they need to make it happen.
A researched approach developed by three inclusive education experts from the University of New Hampshire's respected Institute on Disability, the Beyond Access Model works because it
- presumes competence and encourages high expectations, so all students reach their full potential
- is consistent with the problem-solving framework of the popular and effective Response to Intervention model
- goes beyond functional skills to help students learn general education curriculum content
- fosters successful collaborative teaming, so the educational team engages in honest and respectful communication, makes sound decisions, and works on adjustments if needed
- is flexible and adaptable, not a rigid "cookbook" approach to inclusive education planning
- helps teachers support students' communication through effective use of augmentative communication strategies
- facilitates strong family-school partnerships, so education professionals and parents learn from each other's expert knowledge
This accessible book guides educators and administrators through every phase of the Beyond Access Model, from assessing current student supports to reviewing and sustaining the benefits of new inclusive education strategies. Vignettes and examples—including a detailed, real-life "before and after" case study—vividly illustrate how the model improves students' educational experience and outcomes. And more than a dozen adaptable checklists, forms, and templates give educators the structure they need as they begin planning and implementing inclusion strategies.
An innovative model that can transform schools and lives, The Beyond Access Model will ensure that students with disabilities enjoy the benefits of full membership, participation, and learning within truly inclusive classroom communities.
Review
"I was hooked from the first story on the first page . . . If you are looking to engage in school reform that is both thoughtful and powerful, this book is for you." Paula Kluth, Ph.D.
Synopsis
Practical, forward-thinking, and person-centered, this guide to The Beyond Access Model helps educators create classrooms where students with intellectual and developmental disabilities not only participate and communicate, but also learn academic content
About the Author
Cheryl M. Jorgensen is Research Associate Professor and Project Coordinator with the Institute on Disability, a University Affiliated Program at the University of New Hampshire, Durham. Since 1985, she has worked with New Hampshire schools to help them increase their commitment and capacity to include students with disabilities within the mainstream of general education. More recently, her research and systems change efforts have focused on the inclusion of students with disabilities within school reform efforts, especially at the high school level. She was Editor of the Equity and Excellence newsletter and is a coauthor of Including Students with Severe Disabilities in Schools (Singular Publishing Group, 1994) and author of numerous chapters on inclusive curriculum design.
Dr. Mirenda earned her doctorate in behavioral disabilities from the University of Wisconsin–Madison. For 8 years, she was a faculty member in the Department of Special Education and Communication Disorders, University of Nebraska–Lincoln. From 1992 to 1996, she provided a variety of training, research, and support services to individuals with severe disabilities through CBI Consultants, Ltd., in Vancouver, British Columbia. She is now Professor in the Department of Educational and Counseling Psychology and Special Education at the University of British Columbia. From 1998 to 2001, she was editor of the journal Augmentative and Alternative Communication. In 2004, she was named a Fellow of the American Speech-Language-Hearing Association and was awarded the Killam Teaching Prize at the University of British Columbia. In 2008, she was named a Fellow of the International Society for Augmentative and Alternative Communication. Dr. Mirenda is the author of numerous book chapters and research publications; she lectures widely and teaches courses on augmentative and alternative communication, inclusive education, developmental disabilities, autism, and positive behavior support. Her current research focuses on describing the developmental trajectories of young children with autism and factors that predict the outcomes of early intervention.
Table of Contents
Contents of the Accompanying CD-ROM
About the Authors
Foreword
Pat Mirenda
Preface
Acknowledgments
Section I. Introducing the Beyond Access Model
- Beyond Access to General Education
- History, Rationale, and Framework of the Beyond Access Model
Section II. Foundations of the Beyond Access Model
- Presuming Competence
- Membership, Participation, and Learning
- Collaborative Teaming
Section II. Foundations of the Beyond Access Model
- Phase 1: Comprehensive Assessment of Student and Team Supports (CASTS)
- Phase 2: Explore and Describe Student and Team Supports
- Phase 3: Implement and Document Student and Team Supports
- Phase 4: Review and Sustain Student and Team Supports
- Administrative Leadership Team
Afterword
Appendix A: Beyond Access Best Practices Rating Scale
Appendix B: Beyond Access Best Practices Action Plan
Index