Defining access to the general curriculum for high school students with significant cognitive disabilities

Stacy K. Dymond, Adelle Renzaglia, Christie L. Gilson, Michael T. Slagor

Research output: Contribution to journalArticlepeer-review

Abstract

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. copyright 2007 by TASH.

Original languageEnglish (US)
Pages (from-to)1-15
Number of pages15
JournalResearch and Practice for Persons with Severe Disabilities
Volume32
Issue number1
DOIs
StatePublished - 2007

Keywords

  • General curriculum
  • High school
  • Inclusive education
  • Severe disabilities

ASJC Scopus subject areas

  • Social Psychology
  • Public Health, Environmental and Occupational Health
  • Health Professions(all)

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