Factors Associated with Access to the General Curriculum for Students with Intellectual Disability

  • Meagan Karvonen University of Kansas
  • Claudia Flowers University of North Carolina at Charlotte
  • Shawnee Y. Wakeman University of North Carolina at Charlotte
Keywords: curriculum, instruction, intellectual disability, general curriculum access

Abstract

Beginning in 1997, federal legislation required schools provide access to academic curricula to students with intellectual disability.  The extent of such access for students with significant intellectual disability currently is not known.  This study examined access (defined by scope and intensity of content instruction and depth of knowledge) provided to students with significant intellectual disability, and relationship between curriculum access and a set of teacher and student characteristics.  A survey of 644 teachers from nine states found that these students, on average, were exposed to 17 out of 27 English language arts strands and 10 out of 16 math strands.  Canonical correlation analyses suggested that students’ symbolic communication level had the strongest association with students’ access.  Cluster analysis suggested students experience three types of access to English language arts and four types of access to math instruction, and the cluster groups significantly differed by teacher and student variables. These findings suggest several policy and practice actions to better support meaningful participation in the general education curriculum among students with intellectual disabilities.

Author Biographies

Meagan Karvonen, University of Kansas

Dr. Karvonen is an Associate Director at the University of Kansas Center for Educational Testing and Evaluation.

Claudia Flowers, University of North Carolina at Charlotte

Dr. Flowers is a Professor in the College of Education at UNC Charlotte.

Shawnee Y. Wakeman, University of North Carolina at Charlotte

Dr. Shawnee Y. Wakeman is a Clinical Assistant Professor in the Department of Special Education and Child Development at UNC Charlotte.

Published
2013-12-17
How to Cite
Karvonen, M., Flowers, C., & Wakeman, S. (2013). Factors Associated with Access to the General Curriculum for Students with Intellectual Disability. Current Issues in Education, 16(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1309
Section
Articles