Quarterly Newsletter

September 2025

Recommended Library Resources

“Every student can learn, just not the same day or in the same way”

-George Evans

Accessing Curriculum

Teacher Guiding Children in Math Exercise Using Visual Aids and Manipulatives in an Engaging Classroom Setting

Letter from the Editor

Welcome back! I hope that everyone had a restful break.

Many schools have a specific curriculum that is used for general education classes. These curriculums are chosen for a variety of reasons, but one of those reasons is that they are evidence-based. There are times when the classroom curriculum can be modified for students with low incidence disabilities, but what about when it can’t? What curriculum do teachers use for students with more significant needs? Many times, teachers are greeting their own materials but don’t have an evidence-based curriculum to use with their students.

Using an evidence-based curriculum is important to ensure that ALL students receive high-quality instruction based on scientifically proven methods. This leads to academic, social, and behavioral outcomes for all students. It also increases independence and reduces the amount of time teachers spend trying to create materials.

We hope this newsletter on helping students access the curriculum gives you more tools that you can to support your students. Please reach out to your SESA specialist for additional information and support. For more information on SESA services, visit us at www.sesa.org.

Jennifer Schroeder

Multiple Disabilities Specialist | Newsletter Editor

Evidence-Based Resources and Inclusion Strategies for Blind and Low Vision Students

By Angel Black, M.S.Ed., TSVI, COMS

Creating equitable educational opportunities for students who are blind or have low vision requires evidence-based practices and comprehensive support systems. Let’s take a look at a few current research-backed resources for alternative curriculum approaches and practical inclusion strategies that benefit all students.

Paths to Accessing Curriculum

By Amy Topmiller, Multiple Disabilities Specialist

Students come to our classrooms with a variety of learning needs, both with and without disabilities. There are varying levels of evidence-based support that can be provided based on student needs. Direct, explicit instruction for students with low incidence disabilities, including those with multiple disabilities, is often necessary for students to gain skills and make progress in targeted domains.

The Different Perspectives of Print Access

By Meriah Cory, AKCAM Grant Coordinator

When looking at creating access to curriculum from a print perspective, there are several viewpoints to consider in order to support students who have print access challenges. Some are just best practices, while others are laws relating to ADA Title II and Copyright law.

Person with long blond hair sitting in a chair and smiling

Paraprofessional Spotlight

October’s paraprofessional spotlight is Jen! She is an amazing paraprofessional because she:

Meets students where they are at
Believes that all students can learn and grow with the right supports
Encourages all students to try their best
Is willing to try a variety of strategies with her students
Promotes independence
Provides a safe space for students to feel big feelings

Thanks for all you do, Jen!

How to Teach the In-Between Skills

By John Barrowman, Autism Specialist

Book cover of Essentials of Executive Functions Assessment

There are many curricula out there for the core academic subjects to choose from. This doesn’t always make it easy to find the right fit for each student, but when it comes to self-help skills or other skills that aren’t specifically academic, it can be hard to find anything at all. Many of my students have needed extra support to learn skills such as waiting or safely expressing a need for a break. Fortunately, there are a few tools that can help teachers to quickly identify non-academic skill gaps and to generate clear IEP goals to get students on the right track.

Accessing Curriculum: Accommodations

By Raedean Van Werven, Autism Specialist

Part of a student’s IEP is the team’s consideration of accommodations. These accommodations are to support the students’ access to curriculum, as without access, they are not able to meaningfully interact with the curriculum, which becomes a barrier to progress. It is also important to remember that accommodations only change how the student is accessing the curriculum, while modifications change the content or amount of curriculum the student is accessing

Resources for Alternate Curriculums/Programs

By Abby Steer, Deaf and Hard of Hearing Specialist

When looking at curricula or resources for students who are D/deaf or hard of hearing, gathering the information can be time-consuming. Below are a few research-based resources with brief descriptions to help in the decision of what may be right for the team and student(s).