Tag Archives: education

Disability Inclusive Curriculum

Disability Inclusive Curriculum

Disability Equality in Education

Disability Inclusive CurriculumThe Disability Equality in Education (DEE) organization is a cross-disability led non-profit organization that initiated efforts to implement a Disability Inclusive Curriculum in schools. Pennsylvania is the first state to introduce the curriculum, which DEE hopes will eventually take place in all schools nationwide.

The ‘Disability Inclusive Curriculum’ will help K-12 students understand that disabilities are natural by embedding representation and lessons  about people with disabilities throughout the general education curriculum, activites and environments.  It includes teaching students about the political economic, and social contributions by people with disabilities.

Nothing About Us Without Us

DEE brings a unique perspective and expertise on disability in to the educational setting because of contributions by their network of disabled people and advocates from around the world. “Nothing About Us Without Us” is the heart of who they are and what they do.

A comprehensive ‘Disability Inclusive Curriculum Lesson Plan Library‘ was created by DEE and is available on their website as a resource for teachers to explore disability in the classroom. The focus is to normalize the idea of disability with all students.

In Pennsylvania

To learn more about the pilot program in Pennsylvania visit Pennsylvania’s Disability Inclusive Curriculum Pilot Program. Schools can apply for up to $30,000 in grant funding available through the Pa Department of Education to implement disability inclusive curriculum. Funding will be granted to successful applicants for a three-year period from the date of the award through June 30, 2026. A maximum of $10,000 per year is available to each school entity or nonpublic school entity.  Grant applications are due by May 15th, 2023. There is also a webinar overview of the grants and Q & A’s at https://www.pattan.net/Supports/Inclusive-Practices 

Support DEE and the Disability Inclusive Curriculum

Artsy colorful paper cut outs of 5 students of diverstiy, two using wheelchairs. Color pencils pointing at the group.
  • Donate with PayPal
  • Send checks: “DEE” 3607 Windsor Drive, Bensalem, PA 19020
  • Help DEE get connected with grants and donors for funding
  • Network with DEE and talk to leaders and advocates in your state
  • Contact DEE info@disabilityequalityeducation.org
  • Visit the DEE website
  • Join the DEE Education Forum on Facebook
  • Share this initiative with others to help and support DEE and the implemention of Disability Inclusive Curriculum.

Your support can make teaching a ‘Disability Inclusive Curriculum’ to all students in all schools across the nation possible!

Additional links:

New Discipline Guidance Focuses on Discrimination Against Students With Disabilities

New U.S. Department of Education discipline guidance clarifies federal protections against discrimination toward students with disabilities.

According to the new U.S. Department of Education guidance, schools must determine if a student’s behavior is related to their disability before disciplining them. U.S. Secretary of Education Miguel Cardona stated that the new guidance is the “most comprehensive” the department has ever released on the topic.

Four New Resources

Key takeaways:

Schools are required to provide behavioral supports and services to students with disabilities and must determine if a student’s behavior is related to their disability before expelling or suspending them for that behavior.

Section 504 prohibits schools from not making reasonable modifications for students with disabilities such as adapting school policies to support student needs; unnecessarily treating a student differently because of their disability; or using policies that have an “unjustified discriminatory effect” on students with disabilities.

A student’s IEP, or individualized education program, must include the use of “positive behavioral interventions and supports” to address disruptive behavior.  Behavioral interventions can include “special education and related services, supplementary aids and services, and program modifications or supports for school personnel.”

Behavioral interventions can include “special education and related services, supplementary aids and services, and program modifications or supports for school personnel.”  Physical restraints—when adults use their own physical force to restrain a student—could constitute discrimination. However, the use of “physical escort,” in which an adult temporarily touches or holds a student’s hand, wrist, arm, shoulder, or back “for the purpose of inducing a student who is acting out to walk to a safe location,” is not considered a restraint.

Informal removal, although not defined in IDEA and its implementing regulations, means action taken by school personnel in response to a child’s behavior that excludes the child for part or all of the school day, or even an indefinite period of time. These exclusions are considered informal because the school removes the child with a disability from class or school without invoking IDEA’s disciplinary procedures. Informal removals are subject to IDEA’s requirements to the same extent as disciplinary removals by school personnel using the school’s disciplinary procedures. Informal removals include administratively shortened school days when a child’s school day is reduced by school personnel, outside of the IEP Team and placement process, in response to the child’s behavior.

“Actions that result in denials of access to, and significant changes in, a child’s educational program could all be considered as part of the 10 days of suspension and also could constitute an improper change in placement. These actions could include when a school administrator unilaterally informs a parent that their child with a disability may only remain in school for shortened school days because of behavioral issues or when a child with a disability is not allowed by the teacher to attend an elective course because of behavioral concerns.”