Promoting Access Through Segregation: The Emergence of the “Prioritized Curriculum” Class


by Jessica Bacon, Carrie E. Rood & Beth A. Ferri — 2016

The continuously evolving standards-based reform (SBR) movement is one of the most prominent features of today’s educational policy landscape. As SBR has continued to drive educational policy, local schools and districts have adopted many approaches to comply with legal mandates. This paper critically examines one particular resultant phenomenon of the SBR movement—the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this article we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Promoting Access Through Segregation: The Emergence of the “Prioritized Curriculum” Class
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 118 Number 14, 2016, p. 1-22
http://www.tcrecord.org ID Number: 21544, Date Accessed: 10/23/2017 2:00:35 AM

Purchase Reprint Rights for this article or review