Access to the General Curriculum of Middle School Students with Mental Retardation

Abstract

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.

Classroom Variables and Access to the General Curriculum for Students with Disabilities

“…First, the sample size was relatively small (n = 19) and thus presents problems for generalization. Given, however, the congruence between our findings and those of Wehmeyer et al (2003), we believe that these findings are not outside tbe norm as tbey relate to tbe issue of access to the general education curriculum for students with intellectual disabilities. Second, several students in the study were caught by the same teacher during their respective observations.…”

“…As noted previously, Wehmeyer et al (2003) found that students receiving their education in general education settings had greater access to the general education curriculum. Similarly, found that students with severe disabilities educated in general education classrooms received more academically focused instruction than students with severe disabilities who were educated in self-contained classrooms.…”

“…The Wehmeyer et al (2003) study suggests that classroom setting and ecological variables are important in understanding how to promote access to the general education curriculum. In addition to classroom setting (general vs. selfcontained classroom), classroom ecological variables such as instructional grouping strategies and classroom physical arrangements are relevant to examine.…”

“…The assumption that students already have access to that curriculum-as, for the most part, do students with high incidence disabilities-is not valid. Wehmeyer, Lattin, Lapp-Rincker, and Agran (2003) conducted an observational study of middle school students with mental retardadon using a time-sample observation method. Each student was observed in classroom contexts for at least eight 15-min observation sessions.…”

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

“…With regard to students with special needs/ disabilities many research studies in differentiated instruction report a lack of curriculum modifications in mainstream classrooms for these students (Buckley, 2005;Strogilos & Stefanidis, 2015;Strogilos, Tragoulia, & Kaila, 2015), and consequently, according to Scruggs, et al's (2007) literature review, the education of these students in general classrooms lacks appropriate teaching materials, differentiation in activities and opportunities for individualizing the curriculum. Similarly, Wehmeyer, Lattin, Lapp-Rincker, and Agran (2003) indicated that teachers were adapting their materials in less than 3% of their observations for students with intellectual disabilities. Also, Strogilos, Tragoulia, and Kaila (2015) identified limited curriculum modifications for students with SEN in their descriptive observations in mainstream classrooms.…”