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Measuring the Enacted Curriculum for Students With Significant Cognitive Disabilities

A Preliminary Investigation

Western Carolina University, karvonen{at}email.wcu.edu

Shawnee Y. Wakeman

University of North Carolina at Charlotte

Claudia Flowers

University of North Carolina at Charlotte

Diane M. Browder

University of North Carolina

Based on recent federal legislation, alternate assessments for students with disabilities may now be based on alternate achievement standards, modified achievement standards, or grade-level achievement standards. Although all students with disabilities must access the general curriculum, those with significant cognitive disabilities often do so through extensions of grade-level content standards. Because curriculum is individualized for students with disabilities, experts cannot immediately apply to this population the methods for examining the taught curriculum in general education. The purpose of this article is to describe the development and use of a method for examining the enacted curriculum for students who take alternate assessments. We present initial item development, survey blueprint, expert review, and pilot test findings. Experts can use this tool to investigate the alignment of curriculum with alternate assessments and state standards and to design professional development for educators learning to access the general curriculum.

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