Access To The General Education Curriculum For Students With Significant Cognitive Disabilities

As changes in legislation impact the education of students with significant cognitive disabilities, teachers must determine how to provide access to the general education curriculum. This is a particular challenge because of the intense needs of these students. Research was needed to examine the materials and instructional strategies utilized to provide access and the setting in which access was provided. In addition, factors that impact access required investigation. This qualitative, phenomenological study included five high school intense intervention educators who had lived experiences of providing access to the general education curriculum for students with significant cognitive disabilities. Observation and interviews were utilized along with a review of lesson plans. The findings in the study reveal that, while teachers used materials that had been developed specifically to meet the learning needs of students with significant cognitive disabilities, adaptations and modifications were required to provide access. Teachers chose to use Content Connectors as the standards to their lessons but struggled with finding a balance between teaching academic curriculum and functional curriculum. They acknowledged the need to relate lessons to real world situations. In addition, students needed academic, communication, and behavioral supports to access the curriculum. Students received access in a self-contained special education setting. Teachers utilized instructional practices which included explicit instruction, individualized instruction, multiple modalities, and peer educators to provide access. The shortage of paraprofessionals, availability of appropriate materials, and relevant professional development impacted teachers ability to provide access to the general education curriculum. Despite challenges, teachers discovered materials and instructional strategies, which allowed them to provide access to the general education curriculum for students with significant cognitive disabilities. Intense intervention teachers could use the findings of this study to inform practices which support access. In addition, school districts and special education cooperatives could address the factors which impact access.