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

Authors

Jessica Bacon, Montclair State UniversityFollow
Carrie E. Rood, Syracuse University
Beth A. Ferri, Syracuse University

Document Type

Article

Publication Date

1-1-2016

Journal / Book Title

Teachers College Record

Abstract

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 article 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.

DOI

10.1177/016146811611801408

MSU Digital Commons Citation

Bacon, Jessica; Rood, Carrie E.; and Ferri, Beth A., "Promoting Access Through Segregation: The Emergence of the "Prioritized Curriculum" Class" (2016). Department of Teaching and Learning Scholarship and Creative Works. 109.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/109

Published Citation

Bacon, J., Rood, C. E., & Ferri, B. A. (2016). Promoting access through segregation: The emergence of the “prioritized curriculum” class. Teachers College Record, 118(14), 1-22.