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    Classroom Variables and Access to the General Curriculum for Students With Disabilities

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    Wehmeyer_classroom variables and access.pdf (7.205Mb)
    Issue Date
    2007
    Author
    Soukup, Jane Helen
    Wehmeyer, Michael L.
    Bashinski, Susan
    Bovaird, James A.
    Publisher
    Council for Exceptional Children
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Metadata
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    Abstract
    This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.
    Description
    This is the published version, also found here: http://cec.metapress.com/content/g60x7rn128875233/?p=278b5ff7212a461facb598da9f5d0cff&pi=5
    URI
    http://hdl.handle.net/1808/10982
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Soukup, J.H., Wehmeyer, M.L., et al. (2007) Classroom Variables and Access to the General Curriculum for Students With Disabilities. Exceptional Children, 74(1), 101-120.

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    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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