Faculty Publications

Title

Promoting access to the general curriculum by teaching self-determination skills

Document Type

Article

Journal/Book/Conference Title

Exceptional Children

Volume

70

Issue

4

First Page

427

Last Page

439

Abstract

Although participation and progress in the general curriculum is mandated for all students, models to achieve such access often neglect students with more severe disabilities. Promoting self-determination linked to standards is an entry point to ensuring access to the general curriculum for all students, including students with severe disabilities. In this study, middle school students with intellectual disabilities alternately learned problem-solving and study planning skills linked to language ans, science, and social studies standards. Students in both intervention groups showed significantly more capacity on the targeted skill as compared to the alternating control group, and all students achieved goals at better than average levels. Promoting self-determination provides students with disabilities with additional strategies to access the general curriculum.

Original Publication Date

1-1-2004

DOI of published version

10.1177/001440290407000403

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