At an ARD for a kindergarten student with cerebral palsy who uses a power wheelchair and AAC, which educational benefit best supports access to curriculum?

• A. Providing the student with the necessary tools to achieve curriculum standards.
• B. Provide additional time for transitions only.
• C. Reassign coursework to a resource room.
• D. Increase one-on-one support in the hallway.

Answer: (A)

Focusing on access to curriculum means removing barriers so the student can participate in and learn the same instructional content as peers. For a kindergartner using a power wheelchair and AAC, the essential step is providing the tools that make the curriculum accessible—such as an appropriately configured AAC device, mounting or positioning supports for the wheelchair, adapted or accessible instructional materials, and any needed classroom adaptations. When these tools are in place, the student can actively engage with lessons, communicate ideas, and demonstrate progress toward standards, within the general education environment.

Extra time for transitions helps with some logistics, but it doesn’t ensure the student can access or participate in the curriculum. Reassigning coursework to a resource room removes the student from the general classroom and isolates learning from the rest of the curriculum. Increasing hallway one-on-one support also doesn’t guarantee meaningful access to instructional content inside the classroom or during instruction.

Providing the necessary tools directly enables participation, interaction, and learning toward curriculum goals.