Date of Award
5-2026
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Brian Valentini
Second Advisor
Bradley Kaffar
Third Advisor
Emeka Ikegwuonu
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
intellectual developmental disabilities, inclusion, general education curriculum access, barrier, facilitator
Abstract
Students with intellectual and developmental disabilities (IDD) demonstrate improved outcomes when educated alongside same-age peers in general education settings; however, placement in inclusive environments remains limited. This literature review examined barriers and facilitators influencing access to the general education curriculum for students with IDD in K–12 public schools in the United States. A total of nine peer-reviewed studies published between 2005 and 2025 met the inclusion criteria. Findings indicate that low teacher self-efficacy is a significant barrier influenced by insufficient teacher preparation, limited professional development and training, inadequate time for collaboration and instructional planning, lack of resources and personnel, unclear roles and responsibilities, and educators’ perceptions and beliefs regarding inclusion. Additionally, inadequately developed least restrictive environment (LRE) justification statements within individualized education programs (IEPs) were identified as a barrier. Facilitators included the implementation of evidence-based practices that support both students with IDD and their non-disabled peers, explicit instruction in self-determination skills, and the use of systematic support planning processes. Overall, the findings suggest that systematically addressing these barriers while strengthening facilitating practices may support the development of inclusive educational environments in which students with IDD can meaningfully access and participate in the general education curriculum.
Recommended Citation
Cramer, Suzanne M., "Inclusion and Access to General Curriculum: Intellectual and Developmental Disabilities" (2026). Culminating Projects in Special Education. 239.
https://repository.stcloudstate.edu/sped_etds/239
