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The Journal of Special Education
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Student and Teacher Variables Contributing to Access to the General Education Curriculum for Students With Intellectual and Developmental Disabilities

Suk-Hyang Lee

Ewha Womans University, South Korea, deepjoy{at}ewha.ac.kr

Jane H. Soukup

University of Kansas, Lawrence

Todd D. Little

University of Kansas, Lawrence

Michael L. Wehmeyer

University of Kansas, Lawrence

The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities.

Key Words: access to general education curriculum • mental retardation (MR)

This version was published on May 1, 2009

The Journal of Special Education, Vol. 43, No. 1, 29-44 (2009)
DOI: 10.1177/0022466907313449
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