The Nature of the Perspective of General and Special Education Teachers on the Concept of Access to the General Curriculum for Students with Intellectual Disabilities and Classroom Variables Affecting it

Abstract

The goal of this study was to understand the interpretation of “access” to the general curriculum for students with intellectual disabilities from the perspective of general education teachers, as well as special education teachers. Additionally, this study aimed to identify variables that might affect general curriculum access for these students. The current study included a sample study of six teachers (three general education teachers and three special education teachers). A qualitative research approach and interview tool was used to collect the data and to answer the study questions. The result of this study suggested that teachers interpret access to the general curriculum for students with intellectual disabilities as their ability to acquire the main academic skills in the curriculum. Also, this study found some variables do appear to affect access to general curriculum for these students, including the number of students in the classroom, the support of typical peers, and the ability of teachers to modify the general curriculum in accordance with these students' requirements. Ultimately, this study recommended further research that focuses on issues of access in the general curriculum as well as other barriers that affect access.