Making Progress in the General Curriculum: Rethinking Effective Instructional Practices

Research strongly supports including students with ex-tensive support needs in general education settings and providing them access to the general curriculum. Yet, there is limited research indicating how to provide them authentic access to this curriculum. This article explores several instructional approaches to provide access includ-ing (a) use of existing general education practices with students with extensive support needs (e.g., inquiry learn-ing), (b) use of evidence-based practices associated with special education settings (e.g., embedded instruction), and (c) use of a response to intervention framework to improve instruction within the general curriculum. DESCRIPTORS: access to the general curriculum, instruction, inclusion, response to intervention, students with extensive support needs The reauthorization of the Elementary and Second-ary Education Act (No Child Left Behind Act, 2001) and the subsequent alignment of the Individuals With Disabilities Education Act 2004 (IDEA, 2004) with the No Child Left Behind Act require that all students be provided with supports and services that allow them to participate and progress in the general education cur-riculum (20 U.S.C. 1414[A} {iii] [II]). Teachers are also required to use evidence-based instructional practices to teach this core content (IDEA, 2004, Sec. 663 (c) [5] [E]). The intent of this and related mandates to increase access to the general curriculum is to prepare students for meaningful and successful lives as they enter adult-hood (Dymond & Orelove, 2001). BParticipation in a rigorous and relevant education curriculum [ (Nationa