NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ968544
Record Type: Journal
Publication Date: 2012-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-2154-1647
The Question Still Remains: What Happens when the Curricular Focus for Students with Severe Disabilities Shifts? A Reply to Courtade, Spooner, Browder, and Jimenez (2012)
Ayres, Kevin M.; Lowrey, K. Alisa; Douglas, Karen H.; Sievers, Courtney
Education and Training in Autism and Developmental Disabilities, v47 n1 p14-22 Mar 2012
This article responds to rejoinder by Courtade, Spooner, Browder, and Jimenez (2012) of our initial article (Ayres, Lowrey, Douglas, & Sievers, 2011) describing the importance in making individualized curriculum decisions for students with severe disabilities. We point out our agreements with the rejoinder (reiterating statements from our original article) while also stating overarching disagreements, responding to Courtade et al.'s seven reasons to support a standards based curriculum, and concluding with general ideas on future directions for curriculum planning, research, and implementation. We continue to advocate for developing personalized curricula that meet the needs of individual students.
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; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001