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ERIC Number: EJ1085551
Record Type: Journal
Publication Date: 2016-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0022-4669
The Path to Academic Access for Students with Significant Cognitive Disabilities
Timberlake, Maria T.
Journal of Special Education, v49 n4 p199-208 Feb 2016
Federal special education law (Individuals With Disabilities Education Act) guarantees, but does not define, access to the general education curriculum for all students with disabilities. In-depth qualitative telephone interviews were conducted with special educators (n = 33) about their academic decision making for students with significant cognitive disabilities. Findings revealed a distinct path to decision making about academic access, including a context of aloneness, the influence of professionalism, and perceived barriers. As traditional ways of educating students with significant cognitive disabilities are challenged by new expectations, this research provides a glimpse of how teachers struggle to interpret policy and enact access. Understanding access as a conceptual path enables policy, research, and professional development aimed at increasing access to focus on specific points in the decision-making process.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act