Perspectives of special education teachers on general education curriculum access: Preliminary results
Cognitive disability, Curriculum access, General education curriculum access, Inclusive education, Low-incidence disability, Professional development
Research and Practice for Persons with Severe Disabilities
This qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access. The participants in this study raised many questions about what general education curriculum access is and how it might be realized. This study illuminated the need for inclusive education reform to assist general and special educators in the logistics of ensuring general education curriculum access. Continued professional development and support for decision making relating to what to teach, how to prioritize instruction, and alignment among a student's individualized education plan, alternate assessment, and curriculum are also discussed.
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Petersen, Amy, "Perspectives of special education teachers on general education curriculum access: Preliminary results" (2016). Faculty Publications. 1108.