Impact of curriculum modifications on access to the general education curriculum for students with disabilities

ABSTRACT:r: This study investigated whether curriculum modifications predicted student and teacher behaviors related to the general education curriculum and if there were differences in eco-lo^cal, student, and teacher variables depending on the presence of such curriculum modifications. The study observed 45 high school students with disabilities during instruction in core content areas. Findings indicated that there were significant differences in student and teacher variables depending on the presence of curriculum modifications. When curriculum modifications were pro-vided, students were engaged in more academic-related responses and fewer competing behaviors and teachers were engaged in fewer classroom management activities. Implications and recommen-dations fiom these findings are provided pertaining to the importance and implementation of cur-riculum modifications for students with disabilities in general education setting. E nabling.students to gain access plementary aids and services and special education to and make progress in the services to students with disabilities to promote general education curriculum such outcomes (IDEA 2004, Sec.602[a][19], has become a core requirement I4l4[dl; Sec.602[341[A]). Consequently, research of federal law governing educa- has been conducted evaluating practices intende