Impact of curriculum modifications on access to the general education curriculum for students with disabilities
Issue Date
2010Author
Lee, Suk-Hyang
Wehmeyer, Michael L.
Soukup, Jane Helen
Palmer, Susan B.
Publisher
Council for Exceptional Children
Type
Article
Article Version
Scholarly/refereed, publisher version
Metadata
Show full item recordAbstract
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.
Description
This is the publisher's version, also found here: http://cec.metapress.com/content/4r15312203720k10/?p=894108fe09e449b9a6b0c2c7538086b1&pi=4
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Citation
Lee, S.H., Wehmeyer, M.L., et al. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76(2), 213-233.
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