Accessing Curriculum Content for Special Education Students
Project ACCESS Goals and Roles of Participants
Project ACCESS will give school-based teams of K-8 special and general education teachers a unique and critically needed opportunity for professional development in content area literacy and assistive technology. Using strategies and knowledge gained from an intensive summer workshop, participants will design technology-based content literacy instructional applications for students with special needs. Teacher participants will receive a collection of highly useful assistive technology software, a daily stipend, and will be offered the option of three hours of graduate credit in reading for the workshop.
Goals
As a result of Project ACCESS, teachers will be able to:
- Demonstrate understanding of important research foundations for content
area literacy and assistive technology
- Operate a variety of assistive technology applications for use with
special needs students
- Display knowledge of a range of effective, evidence-based content
area literacy strategies and be able to apply and adapt these strategies
to the learning needs of students with disabilities
- Link content literacy strategies and assistive technology to make the general curriculum accessible to the learning needs of students with disabilities
- Attend 5 day workshop May 28, 29, 30, and June 2 and 3, 2003 in the TEC lab, Claxton Complex, University of Tennessee.
- Participate in on-line pre-conference work, discussion groups, and
surveys, and complete data collection activities involved with grant
evaluation: pre-conference, post-conference and follow-up.
- Design lessons from general classroom curriculum materials using assistive technology as a tool for access in content area reading.