Resolving Barriers to Access to the General Curriculum : Lessons From an Exemplary Inclusive District

By: Olson, Amy J.
Contributor(s): Ruppar, Andrea L.
Series: Inclusion 5 (2) June 2017: 121-135. 2017Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | STUDENTS | INCLUSIVE EDUCATION | CURRICULUM ACCESS | CASE STUDIES | UNITED STATES OF AMERICAOnline resources: Read this Article Summary: Although access to general curriculum content is most likely to occur in general education contexts, teachers and educational personnel are often challenged to implement the practice. In this instrumental case study, we examined the ways that a team of educational personnel in a district, which was identified as an exemplar of inclusive education, understood and worked to overcome the barriers to providing students with intellectual and developmental disabilities (IDD) access to general education content in general education contexts.
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Although access to general curriculum content is most likely to occur in general education contexts, teachers and educational personnel are often challenged to implement the practice. In this instrumental case study, we examined the ways that a team of educational personnel in a district, which was identified as an exemplar of inclusive education, understood and worked to overcome the barriers to providing students with intellectual and developmental disabilities (IDD) access to general education content in general education contexts.

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