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PubMed · 8326877

Extended school year programs: a community-driven curriculum model.

S Alper·K Parker·P Schloss·L Wisniewski
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Abstract

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.

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Activities of Daily LivingAdolescentAdultCommunity Mental Health ServicesCurriculumPersons with DisabilitiesEducation of Persons with Intellectual DisabilitiesFemaleHumansMaleOutcome and Process Assessment, Health CareTime FactorsJournal Article

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S Alper, K Parker, P Schloss, L Wisniewski. 1993. Extended school year programs: a community-driven curriculum model.. https://pubmed.ncbi.nlm.nih.gov/8326877/

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