Instructional Alignment and Equity: Promoting Ethical Educational Systems for All

• In Event: Special and Inclusive Education Research SIG: Spotlight on Special and Inclusive Education 1

Abstract

This study examined prepackaged curricula that are marketed for use with students who have significant intellectual disabilities and who participate in alternate assessments based on alternate academic achievement standards, and their alignment with the Common Core State Standards (CCSS) identified by the authors of each curriculum. The study addressed three research questions: (a) to what extent do lesson objectives have content centrality with the specific CCSS identified by the curriculum authors, (b) to what extent is there content centrality between the lessons and the specific CCSS identified by the curriculum authors, and (c) to what extent do the lesson objectives have content centrality to the content of the lessons?

Authors

• Megan Foster, Utica College

• Jessica Apgar, The University of New Mexico

• Diane M Ryndak, University of North Carolina - Greensboro