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Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs
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Ryndak, Diane Lea; Moore, Margaret A.; Orlando, Ann-Marie; Delano, Monica – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
The reauthorization of the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act requires that students with extensive support needs have access to, participate in, and make progress on the general curriculum along with their grade-level general education peers. This article suggests that the terms used in this…
Descriptors: Severe Disabilities, Federal Legislation, Mental Retardation, Special Needs Students