Opportunities and options for facilitating and evaluating access to the general curriculum for students with disabilities

Andrew T. Roach, E. Namisi Chilungu, Tamika P. Lasalle, Devadrita Talapatra, Matthew J. Vignieri, Alexander Kurz

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

Federal regulations concerning the development and implementation of alternate assessments based on modified achievement standards include a set of safeguards intended to ensure that eligible students have access to grade-level general curriculum. These regulations concerning curricular access and opportunity to learn for students with disabilities may prove difficult for educational researchers and policymakers to operationalize and evaluate. This article provides a historical and policy context for efforts to ensure curricular access. In addition, this article reviews research on potential indicators of (or ways of measuring) access to the general curriculum and opportunity to learn. Finally, best practices for facilitating and evaluating access to the general curriculum are discussed.

Original languageEnglish (US)
Pages (from-to)511-528
Number of pages18
JournalPeabody Journal of Education
Volume84
Issue number4
DOIs
StatePublished - Oct 1 2009
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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