Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities

This study investigated whether curriculum modifications predicted student and teacher behaviors related to the general education curriculum and if there were differences in ecological, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 h...

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Bibliographic Details
Published in:Exceptional children 2010-01, Vol.76 (2), p.213-233
Main Authors: Lee, Suk-Hyang, Wehmeyer, Michael L., Soukup, Jane H., Palmer, Susan B.
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Academic achievement
Classroom Techniques
Curriculum Development
Curriculum planning
Demographic aspects
Disabilities
Disabled students
Educational Strategies
General Education
High School Students
Instructional Materials
Laws, regulations and rules
Learner Engagement
Learning
Mainstreaming
Predictor Variables
School Effectiveness
Special education
Special Needs Students
Student Behavior
Student Characteristics
Student Needs
Student Participation
Studies
Teacher Behavior
Teaching Methods
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Summary:This study investigated whether curriculum modifications predicted student and teacher behaviors related to the general education curriculum and if there were differences in ecological, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 high school students with disabilities during instruction in core content areas. Findings indicated that there were significant differences in student and teacher variables depending on the presence of curriculum modifications. When curriculum modifications were provided, students were engaged in more academic-related responses and fewer competing behaviors and teachers were engaged in fewer classroom management activities. Implications and recommendations from these findings are provided pertaining to the importance and implementation of curriculum modifications for students with disabilities in general education settings.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440291007600205