Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities
By Suk-Hyang Lee, M. Wehmeyer, J. Soukup, Susan B. Palmer. 2010
175 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/35aad1981da82d25f87c9d2f06b0ec9512fe079d
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In Clinical Psychology
In Education
In Safety Research
Citations in the corpus
- Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “Individualization is a hallmark of special education and results in higher student engagement and fewer competing behaviors (Lee et al., 2010).”
- Inclusion and Special Education (2020, background): “As such, curriculum modifications can only be effective if there is collaboration among the general education and special education teachers [55,56].”
- Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “…& Bustamante, 2002), effective communication systems (Kearns et al., 2011), and access to the intended curriculum, materials, supports, peers, and social opportunities (e.g., Snell et al., 2010), which have been shown to have a positive impact on students’ behavioral engagement (Lee et al., 2010).”