Introduction to the special issue: improving outcomes for students with exceptionalities in the general curriculum.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:

Abstract: Beginning with Public Law 94-142 (see Education for All Handicapped Children Act [IDEA] of 1975, codified and amended as Individuals With Disabilities Education Act of 2000), a succession of legislative acts has had a powerful influence on public education (in this issue, Hardman & Dawson; see also Swanson & Stevenson, 2002). With the more recent enactment of the No Child Left Behind Act (NCLB) of 2001 and the IDEA of 2004, there is an unwavering commitment to ensuring that students with disabilities have access to general education. These laws have substantially raised the proverbial bar as it relates to the quality of classroom instruction. Today, students with disabilities must not only receive an individualized education but also achieve prescribed academic standards. The question facing school personnel is how to accomplish this. The tremendous challenge associated with improving outcomes for students with disabilities has left many present-day general and special educators struggling to find a solution.

Additional Information

Preventing School Failure, 52 (2), 3-4.
Language: English
Date: 2008
Special education, Students with disabilities, Standards, Teachers, No Child Left Behind

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