NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ915090
Record Type: Journal
Publication Date: 2011-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-2154-1647
I Can Identify Saturn but I Can't Brush My Teeth: What Happens when the Curricular Focus for Students with Severe Disabilities Shifts
Ayres, Kevin M.; Douglas, Karen H.; Lowrey, K. Alisa; Sievers, Courtney
Education and Training in Autism and Developmental Disabilities, v46 n1 p11-21 Mar 2011
Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left Behind Act (NCLB), b) discusses evidence-based practices for a standards-based curriculum and functional curriculum, and c) examines longitudinal outcomes for students with severe disabilities. The research suggests that students working on functional skills provided through a meaningful curriculum leads to a more independent life. Recommendations for future research and discussion are also presented.
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:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001