Development and Use of Curricular Adaptations for Students Receiving Special Education Services
Issue Date
2012-11-30Author
Kurth, Jennifer A.
Keegan, Lissa
Publisher
SAGE Publications
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Metadata
Show full item recordAbstract
This study is a quasi-experimental descriptive design, with existing educator-made adaptations evaluated. The goals of this study were to (a) describe how educators develop adaptations and (b) evaluate the effectiveness of educator-made adaptations in facilitating the learning of students with disabilities. Findings suggest that (a) most adaptations were made in core general education classes; (b) experienced educators created more simplified curricular adaptations, whereas novice educators created more functional alternative adaptations; (c) educators are generally satisfied with the adaptation they have created and believe it was effective in teaching the student; (d) educators spent on average 59.1 min creating the adaptation; (e) educators in rural areas and novice educators provided adaptations that were rated lower in quality and clarity than experienced and urban educators; and (f) general education teachers provided adaptations that were of lower quality and clarity than special education teachers and paraeducators. Recommendations for practice are provided.
Description
This is the author's accepted manuscript. The published version can be found at http://dx.doi.org/10.1177/0022466912464782
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Citation
Kurth, J.A. & Keegan, L. (2012). Development and use of curricular adaptations for students receiving special education services. Journal of Special Education.Published Online, Nov. 30, 2012. http://dx.doi.org/10.1177/0022466912464782
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