I Can Identify Saturn but I Can't Brush My Teeth: What Happens When the Curricular Focus for Students with Severe Disabilities Shifts

By Kevin M. Ayres, K. A. Lowrey, Karen H. Douglas, Courtney Sievers. Education and Training in Autism and Developmental Disabilities, 2011

172 citations recorded by the source corpus.

Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left Behind Act (NCLB), b) discusses evidence-based practices for a standards-based curriculum and functional curriculum, and c) examines longitudinal outcomes for students with severe disabilities. The research suggests that students working on functional skills provided through a meaningful curriculum leads to a more independent life. Recommendations for future research and discussion are also presented.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/a8b820e75e1b0176af691e810af02fd52b885640

How researchers see this paper

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

In Clinical Psychology

1. Mary E. Morningstar
2. D. Ryndak
3. J. Kurth

In Developmental and Educational Psychology

1. Jessica A. McCord
2. Mary E. Morningstar
3. J. Kurth
4. Deborah J. Taub
5. D. Ryndak

In Safety Research

1. J. Kurth
2. Mary E. Morningstar
3. D. Ryndak

Citations in the corpus

• Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “However, other researchers maintain the importance of specialized instruction taking place in more restrictive settings (Ayres et al., 2011).”
• Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Additional factors that might lead to misalignment include the education team’s (a) use of a student’s IEP goals as the primary enacted curriculum when planning instruction, rather than as a means to support the student’s access and progress in the intended curriculum (Ayres et al., 2011); (b) lack ”
• Seven Reasons to Promote Standards-Based Instruction for Students with Severe Disabilities: A Reply to Ayres, Lowrey, Douglas, & Sievers (2011) (2012, unknown): “tional opportunity, we would like to begin with our points of agreement with Ayres et al. (2011). As the authors note, curriculum for students with severe disabilities has been evolving. This evolution was described in some detail by Browder et al. (2004) who considered what was occurring in the ear”