ERIC Number: EJ864617
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 63
"No Child Left Behind," the "Individuals with Disabilities Education Act" and Functional Curricula: A Conflict of Interest?
Bouck, Emily C.
Education and Training in Developmental Disabilities, v44 n1 p3-13 Mar 2009
Is a functional curriculum aligned with the federal education policies of No Child Left Behind (2002) and the Individuals with Disabilities Education Act (IDEA, 2004)? This article analyzes the alignment, or lack thereof, between this approach to educating secondary students with mild mental impairment and the two main federal education laws governing their education. It explores the relationship across four areas: general education curriculum and setting, accountability, highly qualified teachers, and scientifically-based research. The analysis suggests that there may be a conflict of interest between the functional curriculum model and federal legislation.
Descriptors: Federal Legislation, Conflict of Interest, Disabilities, Educational Legislation, Special Needs Students, Secondary School Students, Mild Mental Retardation, General Education, Accountability, Teacher Qualifications, Educational Research, Curriculum
Division on 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://www.dddcec.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001