Access to the General Curriculum for Students with Significant Disabilities: What It Means to Teachers.

Agran, Martin; Alper, Sandra; Wehmeyer, Michael

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ647193

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-3917

EISSN: N/A

Available Date: N/A

Access to the General Curriculum for Students with Significant Disabilities: What It Means to Teachers.

Agran, Martin; Alper, Sandra; Wehmeyer, Michael

Education and Training in Mental Retardation and Developmental Disabilities, v37 n2 p123-33 Jun 2002

A survey of 84 Iowa teachers certified in severe disabilities examined opinions relating to access to the general curriculum. Most respondents felt that such access is not appropriate for students with severe disabilities and students should not be held to the same performance standards as typical peers. Also, almost half of teachers' districts did not have a clear policy on this issue. (Contains references.) (Author/DB)

Descriptors: Access to Education, Accessibility (for Disabled), Curriculum, Educational Policy, Elementary Secondary Education, Inclusive Schools, Mainstreaming, Regular and Special Education Relationship, School Districts, Severe Disabilities, Teacher Attitudes, Teacher Surveys

Publication Type: Guides - Non-Classroom; Journal Articles

Education Level: N/A

Audience: Practitioners; Teachers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Iowa

Grant or Contract Numbers: N/A

Author Affiliations: N/A