Curricular Opportunities for Students With Intellectual Disabilities: A Critical Investigation of Practices and Discourses

• In Event: Inclusion and Achievements for Students With Complex Support Needs

Abstract

This research project critically analyzes the role of school-based curriculum access for young adults, ages 14-21, with intellectual disability (ID) labels. This disability studies informed, qualitative research study draws upon the document analysis of published curricula, surveys of educators and administrators, and open-ended interviews with educators, students with ID, and their families. The project uncovers what kinds of curricular decisions are made on behalf of students with significant disabilities and digs deeply into the ideologies and rationales for why these decisions are made. The findings of this paper reveal that students with IDD are primarily learning functional and life skills curriculum and that low-expectations and myths about “independence” are used as justification for these curricular focuses.

Author

• Jessica K. Bacon, Montclair State University