, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in gradeappropriate literature. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219.

This study evaluated strategies to teach secondary math and science content to students with moderate and severe developmental disabilities in a quasiexperimental group design with special education teachers randomly assigned to either the math or the science treatment group. Teachers in the math group implemented four math units representing four of the five national math standards. The science teachers implemented four science units representing three of eight national science content standards. A fourth standard, science as inquiry, was embedded within each of the units. Results showed students made gains in respective content areas. Students who received instruction in math scored higher than students who received instruction in science on the posttest of math skills. Likewise, students who received instruction in science scored higher than students who received instruction in math on the posttest of science vocabulary skills. Limitations and suggestions for future research and practice are discussed.

For students to have full access to the general curriculum, they need the opportunity to learn academic content that links closely to the standards for their grade level. In this article, we synthesize what we have learned through our research on aligning instruction for students with significant cognitive disabilities with state's academic content standards. In finding these links between state content standards and instruction for students with significant cognitive disabilities, we have discovered that it is important to understand (a) the implications of current federal policy; (b) the evidence for academic learning by this population; (c) the nature of national and state standards; (d) the importance of starting with universal design and general education collaboration; and (e) the concept of alignment.

Abstract:Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, "Functional Curriculum" was used to describe curriculum adaptations necessary for students to access their environment (school and community). However, the term has evolved to mean a separate set of curriculum standards primarily addressing daily life skills for individuals with significant disabilities. An unintended consequence of this term has been to suggest a "different" rather than "differentiated" curriculum for students and, by doing so, suggest the need for separate settings in which to deliver this differently focused curriculum. A recent paper by Hunt, McDonnell, and Crockett (2012) suggests the use of an ecological framework to guide stakeholders to maintain a clear focus on individual student needs as they provide access to general curriculum for this population of students. The authors suggest the term, "Personally Relevant," as a reference to curriculum adaptations made within the ecological framework to both access grade-appropriate curriculum and receive individualized support. This change-from Functional to Personally Relevant-promotes inclusive practices by signalling common curriculum that is differentiated, not different, for students with significant intellectual disability.Keywords: general curriculum access | inclusion | severe disability | intellectual disability | language | terminology Article:Since the 1997 reauthorization of the Individuals With Disabilities Education Act (IDEA), emphasis on access and progress in the general education curriculum for students with disabilities has been discussed in terms of its implications and possible unintended negative

Developed in response to needs of learners who demonstrated limited understanding of the writing process, the SRSD model has been shown to improve the quality of students' writing 42 ■ COUNCIL FOR EXCEPTIONAL CHILDREN