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Alternate curricula as a barrier to inclusive education for students with intellectual disabilities
USA.
Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik.ORCID iD: 0000-0001-5196-4844
2020 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 12, no 3, p. 235-247Article in journal (Refereed) Published
Abstract [en]

Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolationand low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for “all”students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates studentsas incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue theuse and expansion of alternate curricula is an international trend with troubling short- and long-term consequences for students. In Sweden, anational alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievementstandards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignmentto general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities,approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.

Place, publisher, year, edition, pages
2020. Vol. 12, no 3, p. 235-247
Keywords [en]
Inclusive Education, Alternate Curricula, Intellectual Disabilities, Curriculum Access
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-20347DOI: 10.26822/iejee.2020358217OAI: oai:DiVA.org:hkr-20347DiVA, id: diva2:1392041
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-02-06Bibliographically approved

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Östlund, Daniel
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Forskningsmiljön Forskning Relationell Pedagogik (FoRP)Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik
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3940414243444542 of 54
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