NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ647193
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-1079-3917
Access to the General Curriculum for Students with Significant Disabilities: What It Means to Teachers.
Agran, Martin; Alper, Sandra; Wehmeyer, Michael
Education and Training in Mental Retardation and Developmental Disabilities, v37 n2 p123-33 Jun 2002
A survey of 84 Iowa teachers certified in severe disabilities examined opinions relating to access to the general curriculum. Most respondents felt that such access is not appropriate for students with severe disabilities and students should not be held to the same performance standards as typical peers. Also, almost half of teachers' districts did not have a clear policy on this issue. (Contains references.) (Author/DB)
Publication Type: Guides - Non-Classroom; Journal Articles
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa