The General Curriculum Access Projects for Students with Significant Disabilities is a U.S. Department of Education- Office of Special Education Programs (OSEP) funded grant (H324D020027) to develop strategies to support quality instructional services to students with significant disabilities. Goals of this grant include examination of current practices to define access to the general education curriculum, instructional activities that assist in acquisition of literacy, math, and science skills, and an evaluation by stakeholders of the effects of instructional activities that align with the general education curriculum. The following are activities that have been completed as part of this project:
A study evaluating the use of an alignment methodology for three states’ alternate assessments
Flowers, C., Browder, D. M., & Ahlgrim-Delzell, L. (2006). An analysis of three states alignment
between language arts and math standards and alternate assessment. Exceptional Children, 72, 201-215.
& Comprehensive literature reviews on teaching academics to students with significant cognitive disabilities
Browder, D.M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006).
Research on reading for individuals with significant cognitive disabilities. Exceptional
Children, 72, 392-408.
Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A meta-analysis
on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407-432.
Courtade, G., Spooner, F., & Browder, D. (2006). A review of studies with students with significant
cognitive disabilities that link to science standards. Research and Practice in Severe Disabilities, 32, 43-49.
& A study on teaching the principles of universal design of learning to students seeking a teacher license
Spooner, F., Baker, J. N., Ahlgrim-Delzell, L., Browder, D., & Harris, A. (2007). Effects of training in
universal design for learning (UDL) on lesson plan development. Remedial and Special Education, 28, 108-116.
& Intervention studies on teaching literacy, math, and science skills that link to grade level standards
Browder, D. M., Ahlgrim-Delzell, L., Courtade-Little, G., & Flowers, C. (2006). Training teachers of students
with significant cognitive disabilities to develop literacy lesson plans. Paper presented at the annual meeting
of the American Education Research Association. San Francisco, CA.
Browder, D. M., Trela, K., Courtade, G., Jimenez, B. A., & Knight. V. (2008). Teaching mathematics and
science standards to students with moderate and severe developmental disabilities. Manuscript submitted
Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage
middle school students with moderate and severe developmental disabilities in grade-appropriate literature.
Focus on Autism and Other Developmental Disabilities, 22, 206-219.
Courtade, G. (2006). The use of inquiry-based science with middle school students with significant cognitive
disabilities. Unpublished doctoral dissertation. University of North Carolina at Charlotte, Charlotte.
Courtade, G., Jimenez, B., Trela, K., & Browder, D. M. (in press for Fall 2008). Teaching to science standards:
An inquiry based approach for middle and high school students with moderate and severe disabilities.
Madison, WI: Attainment Company.
Trela, K., Jimenez, B., & Browder, D. M. (Spring 2008). Teaching to the standards in mathematics: A literacy-based
approach for students with moderate and severe disabilities. Verona, WI: Attainment Company.
Curriculum Projects Office
Special Education & Child Development Department
College of Education Building
9201 University City Blvd
Charlotte, NC 28223-0001
Phone: (704) 687-8492
Fax: (704) 687-2916
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