General Education Curriculum for Students With Disabilities

students to gain accessto and make progress in thegeneral education curriculumhas become a core requirementof federal law governing educa-tional services for students with disabilities. The 1997 amendments to the Individuals With Dis-abilities Education Act (IDEA 97), and subse-quently the 2004 amendments, required schools to institute policies and practices to promote involvement with and progress in the general education curriculum, including providing sup-plementary aids and services and special education services to students with disabilities to promote such outcomes (IDEA 2004, Sec.602[a][19], 1414[d]; Sec.602[34][A]). Consequently, research has been conducted evaluating practices intended to promote access to and examining factors related to students ’ academic progress in the general edu-cation curriculum. Such practices and factors typi-cally examined include (a) specially designed instruction, including modifications to instruc-tional practices and curricular materials; (b) stu-dent and teacher variables hypothesized to b