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

By J. Soukup, M. Wehmeyer, S. Bashinski, James A. Bovaird. 2007

172 citations recorded by the source corpus.

Subfields: Human Factors and Ergonomics, Public Health, Environmental and Occupational Health, Safety Research

View Paper: https://www.semanticscholar.org/paper/5fac458a13e2289335b36b33be71ae6bb4e7ee83

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Human Factors and Ergonomics

1. J. Kurth
2. Suk-Hyang Lee
3. Susan B. Palmer
4. M. Wehmeyer
5. J. Soukup

In Public Health, Environmental and Occupational Health

1. Susan B. Palmer
2. Suk-Hyang Lee
3. J. Kurth
4. M. Wehmeyer
5. J. Soukup
6. K. Shogren

In Safety Research

1. K. Shogren
2. M. Wehmeyer
3. Susan B. Palmer
4. J. Kurth
5. T. Little
6. Suk-Hyang Lee
7. J. Soukup
8. D. Ryndak

Citations in the corpus

• Self-Determination and Access to the General Education Curriculum (2008, methodology): “First, this study provided more information about the degree to which students with disabilities are provided the supports they need to succeed in the general education curriculum, and the outcomes of this study mirrored findings from Soukup et al. (2007) and Wehmeyer, Lattin, et al. (2003).”
• 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.”
• Supporting Students With Severe Disabilities in Inclusive Schools (2015, methodology): “Teachers and/or researchers provided a general rating of student support needs using a Likerttype scale ranging from 1 = no supports needed to 5 = full physical prompts needed for both overall functioning and for learning (Soukup et al., 2007).”
• Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication (2011, background): “Instructional setting has been found to impact access to the general curriculum (Soukup et al., 2007).”
• Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “Similarly, there remains a dearth of observational studies of students with SCD in inclusive settings (e.g., Carter et al., 2005; Lee, Soukup, Little, & Wehmeyer, 2009; Soukup et al., 2007).”
• Impact of Curriculum Modifications on Access to the General Education Curriculum for Students with Disabilities (2010, methodology): “The Access CISSAR has been used in several studies to examine student, teacher, and classroom ecological variables pertaining to access to the general education curriculum for students with disabilities (Lee et al., 2009; Soukup et al., 2007).”
• Inclusion and Special Education (2020, background): “Research shows that curriculum modifications, together with other variables such as support services, teachers, students, and classroom environment all contribute to the success of the integration of a student with disabilities [52,55].”