Providing Effective Instruction in Core Content Areas (Literacy, Mathematics, Science, and Social Studies) in Inclusive Schools

Authored by: Ginevra Courtade , Bree Jimenez , Monica Delano

Handbook of Effective Inclusive Schools

Print publication date:  May  2014
Online publication date:  May  2014

Print ISBN: 9780415626057
eBook ISBN: 9780203102930
Adobe ISBN: 9781136242434

10.4324/9780203102930.ch25

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Abstract

In 1997, Nietupski, Hamre-Nietupski, Curtin, and Shrikanth conducted a review of curricular research focused on students with severe disabilities. The authors coded studies from six prominent special education journals to determine categories of the research and the frequency with which these categories were addressed during the years 1976–1995. Of the 785 studies identified with a curricular focus, less than 10%, or between 1.2–7 studies per year, were categorized with a focus of Cognitive/Academic. However, the authors did note a shift in focus from interactions in school and community to inclusion in general education classrooms. This review reflected a period of time prior to the Individuals with Disabilities Education Act (IDEA) 1997 which mandated that all students have access to and make progress in the general curriculum.

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