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

By M. Wehmeyer, Dana L. Lattin, Gina Lapp-Rincker, M. Agran. 2003

182 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/28b31e43430692b8e923c7ed4624d3c56127c9ca

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In Clinical Psychology

In Education

In Safety Research

Citations in the corpus

Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication (2011, methodology): “These variables were chosen because instruction in general education settings have been found to predict access to the general education curriculum in previous studies (e.g., Wehmeyer et al., 2003).”
Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement (2010, background): “…research on the instructional quality delivered in special education settings (e.g., Steinberg & Knitzer, 1992; Wehby, 1997; Wehby et al., 1998; Wehmeyer et al., 2002, 2003), and recent outcome indicators on large-scale assessments for students with and without disabilities (e.g., Malmgren et…”
Classroom Variables and Access to the General Curriculum for Students with Disabilities (2007, methodology): “This study, along with findings from Wehmeyer et al. (2003), suggests that students with intellectual and developmental disabilities are more likely to have access to the general education curriculum if they are educated in the general education classroom.”
The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, background): “At the same time, both Wehmeyer et al. (2003) and Soukup et al. (2007) concluded that context (i.e., where students received instruction) was predictive of relative access to the general education content standards.”
Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction (2006, background): “Self-determination has been strongly associated with enhanced motivation and positive learning outcomes (Mithaug, Mithaug, Agran, Martin, & Wehmeyer, 2003).”