Access to the General Education Curriculum: Evolving Special Education in the United States

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  • NOGUCHI Akina
    Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • YONEDA Hiroki
    Graduate School of Comprehensive Human Sciences, University of Tsukuba

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  • 米国における通常教育カリキュラムの適用を前提とした障害児教育の展開
  • ベイコク ニ オケル ツウジョウ キョウイク カリキュラム ノ テキヨウ オ ゼンテイ ト シタ ショウガイジ キョウイク ノ テンカイ

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Abstract

Federal law in the United States requires that students with disabilities be provided a general education curriculum. The present article reviews the context behind the movement of special education from where students should learn to what students should learn, and also reviews published literature about curriculum access and curricula for students with intellectual disabilities. The review revealed that access to the general education curriculum was part of a standards-based reform, and was also an answer to problems occurring when inclusive education was put into practice. Response to intervention (RTI) and curricular modifications are being implemented in the United States in order to enhance the access of students with intellectual disabilities to curricula, and evidence-based instructional strategies are also being implemented in the teaching of functional academics. There should be further discussion of the appropriateness of instruction and assessments based on standards, as well as of whether access to the general education curriculum can be considered to be inclusive education.

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