@article{ballard_addressing_2017,
	title = {Addressing the {General} {Education} {Curriculum} in {General} {Education} {Settings} with {Students} with {Severe} {Disabilities}},
	volume = {42},
	issn = {1540-7969},
	url = {https://doi.org/10.1177/1540796917698832},
	doi = {10.1177/1540796917698832},
	abstract = {This systematic literature review examined research on stakeholders’ beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then analyzed using an inductive coding approach and thematic analysis. Secondary data analysis revealed four major themes centered on (a) method of access, (b) type of curriculum, (c) barriers/concerns, and (d) benefits. Overall, stakeholders were found to perceive social inclusion as more important than involvement and progress in the general education curriculum for students with SD. Stakeholders also perceived numerous challenges around facilitating access to the general education curriculum in general education classrooms.},
	language = {en},
	number = {3},
	urldate = {2022-01-04},
	journal = {Research and Practice for Persons with Severe Disabilities},
	author = {Ballard, Sarah L. and Dymond, Stacy K.},
	month = sep,
	year = {2017},
	note = {Publisher: SAGE Publications Inc},
	keywords = {academics, general education curriculum, inclusion, severe disabilities, stakeholders},
	pages = {155--170},
}

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