Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Abstract

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.