Knowledge as Privilege: Special Educator Perceptions of Curricular Access

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-14 - Disability Studies in Education: Perspectives on Teaching and Teacher Preparation

Abstract

The Individuals with Disabilities Education Act (IDEA) guarantees access to the general education curriculum but does not prescribe what meaningful access should entail. A qualitative design utilizing a theoretical framework from public policy was used to explore teachers’ policy interpretation and choices of academic curriculum for students with significant cognitive disabilities. “Knowledge as Privilege” refers to the overall perceptions of academic knowledge as somewhat frivolous and ethical responsibilities to sort “useful” from “unimportant” skills and activities. Understanding the perceptions of those responsible for implementing access is essential to understanding curricular access in practice. A lack of perceived value in exposing students to academics without assurance that it will be “useful” arguably limits what education can be for these students.

Author

• Maria Timberlake, SUNY - College at Cortland