Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities

The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyz...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of special education 2009-05, Vol.43 (1), p.29-44
Main Authors: Lee, Suk-Hyang, Soukup, Jane H., Little, Todd D., Wehmeyer, Michael L.
Format: Article
Language:English
Subjects:
Access to Education
Correlation
Curricula
Curriculum
Developmental Disabilities
Distortion
Educational Strategies
Environmental aspects
Federal Legislation
General Education
Individualized Education Programs
Individualized Instruction
Mental Retardation
Predictions
Regression (Statistics)
Regression analysis
Regular and Special Education Relationship
Student Behavior
Student Characteristics
Students with disabilities
Suppression
Teacher Behavior
Teacher Characteristics
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities.
ISSN:0022-4669
1538-4764
DOI:10.1177/0022466907313449