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ERIC Number: EJ775096
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: Author
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1540-7969
Defining Access to the General Curriculum for High School Students with Significant Cognitive Disabilities
Dymond, Stacy K.; Renzaglia, Adelle; Gilson, Christie L.; Slagor, Michael T.
Research and Practice for Persons with Severe Disabilities (RPSD), v32 n1 p1-15 Spr 2007
The term "access to the general curriculum" is widely used in the field of special education, yet little is known about how practitioners are interpreting the term for high school students with significant cognitive disabilities (SCD). In this study, general and special educators in one high school were interviewed to determine their definition of access for students with SCD. General educators most frequently defined access as receiving the same curriculum and materials as students without disabilities in the general education classroom with support from a special educator or paraprofessional. In contrast, most special educators defined access as access to an adapted curriculum that is relevant to the student's life and meets the student's individual needs. (Contains 6 tables.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Amendments 1997; No Child Left Behind Act 2001