Commemorating 50 Years of RPSD : A Tribute to Browder et al. (2006) and Aligning Instruction With Academic Content Standards.
Saved in:
| Title: | Commemorating 50 Years of RPSD : A Tribute to Browder et al. (2006) and Aligning Instruction With Academic Content Standards. |
|---|---|
| Authors: | Root, Jenny1 (AUTHOR) jrroot@fsu.edu |
| Source: | Research & Practice for Persons with Severe Disabilities. Dec2025, Vol. 50 Issue 4, p239-240. 2p. |
| Subject Terms: | *Curriculum, *Behavior modification, *Teaching, *Special education, Special days, Health behavior, Social support |
| Abstract: | The article discusses the evolution of educational policies for students with disabilities, particularly focusing on the transition from basic access to meaningful educational progress. The passage of the Education for All Handicapped Children Act in 1975 and the subsequent Rowley Supreme Court decision established a foundational understanding of free appropriate public education (FAPE) as a minimal standard. However, significant changes occurred with the reauthorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), which emphasized access to the general curriculum and accountability for educational outcomes. The article highlights the need for educators to align instruction with academic standards and the role of research in developing evidence-based practices for teaching students with extensive support needs (ESN). [Extracted from the article] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The article discusses the evolution of educational policies for students with disabilities, particularly focusing on the transition from basic access to meaningful educational progress. The passage of the Education for All Handicapped Children Act in 1975 and the subsequent Rowley Supreme Court decision established a foundational understanding of free appropriate public education (FAPE) as a minimal standard. However, significant changes occurred with the reauthorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB), which emphasized access to the general curriculum and accountability for educational outcomes. The article highlights the need for educators to align instruction with academic standards and the role of research in developing evidence-based practices for teaching students with extensive support needs (ESN). [Extracted from the article] |
|---|---|
| ISSN: | 15407969 |
| DOI: | 10.1177/15407969251375890 |
