ERIC Number: EJ1016470
Record Type: Journal
Publication Date: 2013-Mar
Abstractor: As Provided
Reference Count: 45
Research on Curriculum for Students with Moderate and Severe Intellectual Disability: A Systematic Review
Shurr, Jordan; Bouck, Emily C.
Education and Training in Autism and Developmental Disabilities, v48 n1 p76-87 Mar 2013
Curriculum content is an essential component of the field of special education for students with moderate and severe disabilities. This study updates the twenty-year curriculum content review by Nietupski, Hamre-Nietupski, Curtin, and Shrikanth (1997) and provides an overview of the last 15 years of research on this topic. A hand search of ten relevant journals within the field was conducted to identify and categorize the research on curriculum content for students with moderate and severe intellectual disability. Results indicate a very low percentage of the research literature focused on curriculum content for this population. Curricular articles published in the past fifteen years primarily focused on functional life skills, with a recent increase in cognitive academics. The articles consist mainly of quantitative methods and non-data based studies. Over half did not clearly list the educational context of focus. Implications of these findings for the education of students with moderate and severe intellectual disability and directions for future research are discussed.
Descriptors: Curriculum Research, Mild Mental Retardation, Severe Mental Retardation, Course Content, Special Education, Accessibility (for Disabled), Literature Reviews, Meta Analysis, Bibliometrics, Journal Articles, Educational Research, Educational Legislation, Political Influences, Research Methodology
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A