etadd_48(1) - Division on Autism and Developmental Disabilities

produced the least amount of curricular articles
per journal (2%), yet accounted for
7% of the articles searched for inclusion.
While inclusion of this journal may have
lowered the overall percentages of curricular
articles within the literature, the general
consistency in results from each journal
combined as well as the results from the
previous study (6%-34% range among journals
containing curricular articles) and the
pertinent focus of the journals led the researchers
to justify their inclusion as contributing
to the overall findings of this study.
While the inter-rater reliability for inclusion,
focus, and methodology were all reported
at or above 85%, the inter-rater reliability for
context was much lower at 69%. Upon closer
review, it was found that in each of the disagreed
upon articles, one reviewer used either
unspecified or mixed contexts to describe the
location. Hence, both reviewers were able to
identify clear-cut contexts (e.g., special education,
general education, community-based
settings), but struggled with mixed and unspecified
contexts, which reiterates the lack of
clarity over context within the research. Future
research should include more precise
definitions for the curricular context of focus.
The minimal research based on instructional
content is particularly troubling as it
leaves a gap for directing the educational
opportunities and experiences for this population.
While potentially limiting the pool
of curricular research, articles focused on
technological applications (e.g., Cihak, Fahrenkrog,
Ayres, & Smith, 2010) and instructional
methodology (e.g. Browder, Ahlgrim-
Delzell, Spooner, Mims, & Baker, 2009)
were not included in this review. Although
these studies may imply instructional content,
the primary focus did not include the
content of instruction. Clear curricular-specific
research that helps to direct the field in
content plays a vital role in the education of
students with moderate and severe intellectual
disability by informing practice and
building the knowledge base of the field
(Nietupski et al., 1997). Future research in
moderate and severe intellectual disability
should include an increased concentration
on curricular content.
Conclusion and Implications
What is the current state of curricular research
for students with moderate and severe
intellectual disability? The results of this study
indicate curricular research continues to be a
minority of the literature within the field. As
research inevitably guides practice and helps
build field as a whole (Browder, 1997), an
increased emphasis on the content of instruction
is necessary. The current pool of curricular
articles suggests scholarship in special education
for this population continues to be
rooted in functional life skills but is experiencing
a rapid emergence of general curriculumrelated
academics. In addition, the increased
variety in research methodology observed can
be said to have a strengthening effect on the
research base as a whole. The reported lack of
clarity in context among curricular articles
can lead to reduced research replication as
well as difficulty in accurately applying the
research findings to practice. It is imperative
that clarity in reporting context in scholarship
becomes more common. Overall, our assessment
of the literature on curricular content
for this population is cautiously optimistic.
There are many exciting studies from the previous
fifteen year span that significantly add to
the knowledge base of instructional content,
however much work yet to be done, particularly
in the area of increased quantity of articles
and clarity in reporting context.
References
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in general education: Implications for
service delivery and teacher preparation. The Journal
of the Association for Persons with Severe Handicaps,
25, 167–174.
Agran, M., Alper, S., & Wehmeyer, M. (2002). Access
to the general curriculum for students with
significant disabilities: What it means to teachers.
Education and Training in Mental Retardation and
Developmental Disabilities, 37, 123–133.
Aguillard, D. (1999). Evolution education in Louisiana
Public schools: a decade following: Edwards
v Aguillard. The American Biology Teacher, 61, 182–
188.
Alwell, M., & Cobb, B. (2009). Functional life skills
curricular interventions for youth with disabilities:
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Ault, M. J. (2010). Inclusion of religion and spiritu-
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