General Education Curriculum Analysis

From the perspective of the general education curriculum, analyze the information provided about Angie. Did her teachers provide her with access to that curriculum? How? To what extent does it appear that the basic skills remediation Angie received in the resource room has been effective? Can you identify other approaches or instructional strategies that might increase her participation in the general education curriculum? What effects might these strategies have on her overall performance? Consider the implications for instruction and curriculum of a student with significant intellectual strengths in addition to having a specific learning disability. How might UNIVERSAL DESIGN for LEARNING (UDL) benefit a student like Angie?
In the beginning, teachers provided access to the general education curriculum to Angie, and because she was failing in reading exercises, the school chose to provide some remediation to this specific problem. Because they first identified the issue as motivational, and not a
Also, those wrong strategies prevented her to be exposed to more challenging opportunities in the general curriculum, when it involved reading activities in the areas that she excelled as maths and science. At this moment her access to the general curriculum was limited and it also restricted her possibilities to grow as an outstanding student in other areas that represented her intellectual strengths.
Angie could benefit from Universal design for learning (UDL), as it makes learning accessible to students assigned to inclusion programs (Hallahan, Kauffman & Pullen, 2015). With this in mind, there are three principles that educators follow to implement UDL: provide multiple means of representation (what), provide multiple means of action and expression (how) and provide multiple means of engagement (why) (The Three Principles,