What is it about?
This study (N = 1,072) explored dimensions of educational implementation that can be used to support students with autism spectrum disorder (ASD), intellectual (ID) and developmental (DD) disabilities; investigated special education teachers’ support priorities and their effectiveness; and identified relationships between teachers’ priorities and students’ achievements.
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Why is it important?
Students with ASD, ID and DD are expected to access the general curriculum in inclusive classes. It has been argued that this is often done without a thorough analysis of what they should learn and be trained to do, let alone what they are capable of learning and what they are already able to do. Given that the number of students with disabilities accessing the general curriculum has been increasing, current programs and expectations for what these students should learn, need to be evaluated. Compounding matters, there is limited research on teachers’ priorities in terms of educational programs for students with ASD, ID and DD. Overall, the findings revealed four dimensions of curriculum for students using teachers’ priorities; these positions were in alignment with their school education programs; but top priorities were not aligned with those of students; and when the teachers’ priorities were high, students’ learning outcomes improved.
Perspectives
Although much more research is needed, the four dimensions offer a foundation to guide educators, practitioners, policy makers, and researchers in the development, implementation, and evaluation of effective curricula.
Boaventura DaCosta
Solers Research Group
Read the Original
This page is a summary of: Educational Support at School for Students with Autism Spectrum Disorder, Intellectual, and Developmental Disabilities, IGI Global,
DOI: 10.4018/978-1-5225-0816-8.ch005.
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