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Progress in the General Curriculum
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In accordance with the Individuals with Disabilities Education Act of 2004, schools are responsible for providing students who are receiving special education services the opportunity to participate in school through the least restrictive environment (LRE). The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities:

      1.  have access to the general curriculum,
      2.  be involved in the general curriculum,  and
      3.  progress in the general curriculum.

As general education classrooms become more inclusive, strategies for providing access to the general curriculum are needed so that students with disabilities are actively involved and progress within the curriculum in these classrooms. The Center for Teaching and Learning component of Region 14 is committed to providing specific trainings and support to assist teachers and administrators with strategies and methods to ensure students with disabilities are provided access to the general curriculum and are making academic progress in that environment.

Specific training topics include (but are not limited to):

  •  Inclusion
  •  Accommodations & Modifications
  •  Co-Teaching
  •  Differentiated Instruction
  •  Brain Based Learning Strategies
  •  State Assessments

This webpage will provide resources to assist educators with information about many of these topics.
This link accesses all guidance documents developed by the PGC Network in collaboration with TEA including:
  • Measurable Annual Goal Q/A Document 
  • LRE Q/A Document 
  • Paraprofessional Guidelines 
  • Grading and Progress Monitoring Guidance Document 
  • Links to online SBIEP training  
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For Additional Information contact:
Suzanne McGuire : Early Childhood Consultant 
Preschool LRE/Inclusion

Stephanie Scott:  Special Education Consultant
Progress in the General Curriculum:
Inclusion/Differentiation/Co-Teaching/Cooperative Learning
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