| Título: | Factors Associated with Access to the General Curriculum for Students with Intellectual Disability |
| Autores: |
Meagan Karvonen; University of Kansas Claudia Flowers; University of North Carolina at Charlotte Shawnee Y. Wakeman; University of North Carolina at Charlotte |
| Fecha: | 2013-09-18 |
| Publicador: | CI: Current issues in education |
| Fuente: |
 |
| Tipo: |
Descriptive; Multivariate statistical analyses |
| Tema: |
Educational Measurement; Special Education curriculum, instruction, intellectual disability, general curriculum access Accessibility |
| Descripción: | 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. |
| Idioma: | Inglés |
1 Education websites and their benefits to potential international students: a case study on tertiary institutions in Malaysia por Henry Ho; Swinburne University of Technology,Teik Chooi Ooi; Intel Technology,Siti Amri; Griffith University | 6 Parenting Style, Self-Esteem and Student Performance in the United Arab Emirates por Negmeldin Omer Alsheikh; United Arab Emirates University,Gowri Parameswaran; State University of New York, New Paltz,Hala Ethoweris; United Arab Emirates University |
2 Latino and White Students’ Perceptions of Teacher Behaviors That Convey Caring: Do Gender and Ethnicity Matter? por Rubén Garza; Texas State University - San Marcos,Martha N. Ovando; University of Texas at Austin,Claire E. Seymour; Texas State University - San Marcos | 7 The Value of Experiencing the First Days of School for Preservice Teachers por Sarah C Blackwell; University of Mississippi,Kaye Pepper; University of Mississippi |
3 Reflective Teaching, Self and Coping with Negative In-school Factors por Mark Anthony Minott; University College of the Cayman Islands | 8 Endorsement of Couples Counseling in a Domestic Violence Case as a Function of Training por Mona Bapat; ASU Counseling Psychology,Terence Tracey; ASU Counseling Psychology |
4 The Teacher Performance Assessment: Reflections on the Pedagogical Thought Processes of Three Student Teachers por Kimberlee Anne Sharp; morehead state university | 9 Level of Preparation of General Education Teachers to Include Students with Autism Spectrum Disorders por Emily E. Teffs; Saint Joseph College,Kathleen M. Whitbread; Saint Joseph College |
5 Exploring Parental Aggression toward Teachers in a Public School Setting por David C. May; Eastern Kentucky University,Jerry D. Johnson; Ohio University,Yanfen Chen; Eastern Kentucky University,Lisa Wallace; Eastern Kentucky University,Melissa Ricketts; Shippensburg University | 10 Arts-based Teaching: A Pedagogy of Imagination and a Conduit to a Socially Just Education por Gail Humphries Mardirosian; American University,sarah irvine belson; American University,Yvonne Pelletier Lewis; Imagination Stage |