Accessibility of the Common Core for Special Education Students: Results From a Multiple-Case Study

• In Event: Special Education Research SIG: Accessibility and Accommodations

Abstract

In this multiple case study we examined six middle schools with above predicted outcomes (i.e. “odds-beating”) on Common Core assessments. We asked: How do educators in these schools approach aligning instruction to the Common Core for special education students? Drawing on the frameworks of Culturally Relevant Teaching (CRT) and principles of Universal Design for Learning (UDL), we examined how special and general educators are attempting to align their instructional programming and practices to the Core. Our findings suggest that specific CRT and UDL principles were in evidence: (1) equitable instruction in a community of learners; (2) an adaptable instructional environment; and (3) flexible, simple, tolerant individualization of instruction. This research is intended to inform policy and provide empirically-grounded findings.

Authors

• Heather Anne Kurto, University at Albany - SUNY

• Kristen C. Wilcox, University at Albany - SUNY