Beyond Access: Ensuring Progress in the General Education Curriculum for Students with Severe Disabilities

2006 ◽  
Vol 31 (4) ◽  
pp. 322-326 ◽  
Author(s):  
Michael L. Wehmeyer
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Students With Severe Disabilities

Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Sarah L. Ballard ◽  
Stacy K. Dymond
Keyword(s):  
Data Analysis ◽  
General Education ◽  
Thematic Analysis ◽  
Social Inclusion ◽  
Secondary Data ◽  
Severe Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This systematic literature review examined research on stakeholders’ beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then analyzed using an inductive coding approach and thematic analysis. Secondary data analysis revealed four major themes centered on (a) method of access, (b) type of curriculum, (c) barriers/concerns, and (d) benefits. Overall, stakeholders were found to perceive social inclusion as more important than involvement and progress in the general education curriculum for students with SD. Stakeholders also perceived numerous challenges around facilitating access to the general education curriculum in general education classrooms.

Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication

2011 ◽  
Vol 36 (3-4) ◽  
pp. 100-111 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Stacy K. Dymond ◽  
Janet S. Gaffney
Keyword(s):  
Special Education ◽  
General Education ◽  
Literacy Instruction ◽  
Augmentative And Alternative Communication ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Alternative Communication ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
Teachers Perspectives

The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the Illinois Alternate Assessment were surveyed, and results were analyzed using descriptive and inferential statistics. Results indicate that teachers prefer to provide life-skills-linked literacy instruction in special education classrooms and consider student characteristics and features of the general education curriculum when making these decisions. Also, the setting had a significant effect on teachers' rankings of preferred literacy skills to teach. Teachers may not understand how to adapt literacy content or how access to literacy instruction in a variety of contexts may benefit their students with severe disabilities.

Incorporating the Expanded Core Curriculum into science

2021 ◽  
pp. 026461962110293
Author(s):  
Ying-Ting Chiu ◽  
Tiffany Wild
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Visual Impairments ◽  
Next Generation Science Standards ◽  
Teaching Skills ◽  
Education Curriculum ◽  
Science Standards ◽  
General Education Curriculum ◽  
Science Curricula ◽  
Expanded Core Curriculum

The Expanded Core Curriculum (ECC) is a set of concepts and skills that are taught to students with visual impairments to support their learning that often occurs incidentally with vision. Students with visual impairments must learn both the ECC and content from the general education curriculum, including science. Thus, it is crucial to incorporate these two sets of curricula so that students with visual impairments can learn both sets of curricula more efficiently. This article presents an analysis of science curricula and lesson plans that support the Next Generation Science Standards while promoting teaching skills to students with visual impairments in the ECC. The results show that the ECC can be incorporated into science easily which will allow the ECC and science to be taught in one lesson.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

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