Extended school year programs: a community-driven curriculum model.
Appropriate education guaranteed to children with disabilities under P.L. 94-142 has been translated by the courts to mean more than 180 days of education. There is now a strong legal precedent establishing the right to an extended school year (summer school) for students with severe disabilities. The courts have left open to interpretation, however, issues related to the program implementation. Descriptions of extended school year programs vary widely and include respite for parents, continuation of the regular school year curriculum, and remediation in skill areas. The only consensus seems to be that these programs should be tailored to individual needs. In the present article a systematic approach to curriculum development for students with severe disabilities enrolled in extended school year programs was described. This approach is (a) community driven, (b) consistent with each student's IEP objectives for the regular school year, (c) tailored to the individual student, and (d) consistent with current best practices of teaching functional skills performed by individuals without disabilities in a variety of integrated nonschool settings. Student progress data were presented.
Alper
S
S
Department of Special Education, University of Missouri-Columbia 65202.
Parker
K
K
Schloss
P
P
Wisniewski
L
L
D000203:Activities of Daily Living / Q000523:psychology; D000293:Adolescent; D000328:Adult; D003156:Community Mental Health Services / Q000191:economics*; D003479:Curriculum; D006233:Persons with Disabilities / Q000331:legislation & jurisprudence* / Q000523:psychology; D004495:Education of Persons with Intellectual Disabilities / Q000331:legislation & jurisprudence*; D005260:Female; D006801:Humans; D008297:Male; D010043:Outcome and Process Assessment, Health Care; D013997:Time Factors