Curriculum Augmentation and Adaptation Strategies to Promote Access to the General Curriculum for Students with Intellectual and Developmental Disabilities

摘要: Curriculum modification strategies, particularly curriculum adaptations and augmentations, have been identified as important to enable learners with disabilities achieve access progress in the general curriculum. There is, however, relatively little research on effect of these strategies students intellectual developmental disabilities. The purpose this paper is examine adaptation augmentation that might promote student involvement for disabilities, provide recommendations regard how such augmentations be modified more appropriate use population. More than five years after 1997 amend- ments IDEA first required IEPs all receiving special education ser- vices describe a child's disability affects his or her state- concerning measurable goals, services, program modifications progress, there are still too few frameworks ad- dress "access curriculum" disabili- ties. Many educators working severe dubious focus either achievable advisable. Agran, Alper, Wehmeyer (2002) conducted survey teachers work- ing about their perceptions require- ments. When asked if ensuring students' ac- cess would help increase educational expectations 75%