ABSTRACT
Students with intellectual disability in elementary school can be served within the general education curriculum. According to Browder and Spooner (2014): “[it] is now clearly possible to teach more advanced academic content to students with significant cognitive disabilities as educators translate longstanding evidence-based practices into use with core curriculum” (p. 5). As discussed throughout this text, a philosophical shift has occurred in education pertaining to the educational experience of students with intellectual disability. Emphasis on learning strong academic skills in core subjects is growing, and students with intellectual disability are expected to make the same or similar academic growth as compared to their peer groups (Browder & Spooner, 2006).
