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

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 I...

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Bibliographic Details
Published inEducation and training in autism and developmental disabilities Vol. 46; no. 1; pp. 11 - 21
Main Authors Ayres, Kevin M, Douglas, Karen H, Lowrey, K. Alisa, Sievers, Courtney
Format Journal Article
LanguageEnglish
Published Division on Autism and Developmental Disabilities, Council for Exceptional Children 01.03.2011
Subjects
Academic Standards
Autism
Curriculum Development
Daily Living Skills
Educational Legislation
Federal Legislation
Individualized Instruction
Individuals with Disabilities Education Improvement Act 2004
Job Skills
Multiple Disabilities
No Child Left Behind Act 2001
Outcomes of Education
Severe Disabilities
Special Education
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Summary: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.
ISSN:2154-1647