Potential curriculum conundrums with inclusive education for students with extensive and pervasive support needs

Current research on students with extensive and pervasive support needs (EPSN) examines the effectiveness of evidence-based instructional strategies within general education classes on the same curriculum content being taught to their same-age classmates without disabilities. This research demonstrates that students with EPSN in general education classes make more Progress on both general education curriculum content and embedded essential skills than students with EPSN in segregated classes. In response, internationally students with EPSN increasingly are being taught in general education classes. With this change in context, education teams make deci¬sions about the curriculum content taught the students with EPSN, impacting the extent to which they have access to general education classmates, curriculum, and instruction. When teachers and administrators are not up to date on research, they face a conundrum about the curriculum content to offer students with EPSN, and their ensuing instruction. To date, four curriculum foci have been used and appear in the literature: (a) child development sequences; (b) functional activities; (c) alternate achievement standards or learning outcomes intended to be aligned with the general education curriculum content standards; and (d) general education curriculum content standards. The fourth focus is supported by the research and ensures students with EPSN have access to: (a) opportunities to learn the general education curriculum content; (b) specially-designed in¬struction embedded within general education instruction; (c) instruction across general education classes, activities, and routines to support generalized use of skills; and (d) instruction with their same-age classmates who do not have disabilities. With this focus, teams identify components of general education content that are most meaningful for a student with EPSN to participate in activities during classes and in the community and identify the supports and services that facilitate the student’s acquisition and use of the curriculum content.