Access to the General Curriculum of Middle School Students with Mental Retardation: An Observational Study
Issue Date
2003-09-01Author
Wehmeyer, Michael L.
Lattin, Dana L.
Lapp-Rincker, Gina
Agran, Martin
Type
Article
Metadata
Show full item recordAbstract
The IDEA requires participation and progress in the general curriculum by all students. However, there is limited knowledge about the degree to which students with mental retardation have such access. This study examined the degree to which middle school students with mental retardation have access to the general curriculum and the impact of the classroom setting and the student's level of ability on such access. Findings indicated that students with mental retardation were most likely to participate with the general curriculum in the general education classroom and were less likely to engage in activities linked to a standard if they had more severe disabilities. Many students were engaged in activities in the general curriculum, but there was room for improvement in providing curricular modifications to promote access.
Collections
Citation
Wehmeyer, M.L., Lattin, D.L., Lapp-Rincker, G., & Agran, M. (2003). Access to the general curriculum of middle school students with mental retardation: An observational study. Remedial and Special Education,
24(5), 262-272. https://doi.org/10.1177/07419325030240050201
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.