Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.

中文翻译：

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为需要广泛支持的学生提供通识教育课程：专家的观点

尽管反复记录了具有广泛支持需求 (ESN) 的学生在被纳入普通教育环境并获得州采用的普通教育标准时取得的积极成果，但在将具有 ESN 的学生纳入整个教育体系方面几乎没有取得系统性进展。大多数州。本次探索性调查的目的是了解 ESN 领域的专家如何描述通识教育课程的获取如此重要的原因、通识教育课程获取的法律要求、获取的含义以及教育的过程。团队可以提供访问机会、在普通教育环境中满足个性化需求的能力以及访问的障碍和促进因素。我们对专家答复的主题分析结果表明，人们强烈同意“接受普通教育课程”意味着接受国家采用的普通教育标准；进入普通教育环境；以及获得有助于有意义的包容性的课程、教师和指导。此外，与为什么访问很重要相关的主题引发了对具有 ESN 的学生的个人教育计划 (IEP) 优先事项的深思熟虑。还描述了障碍和促进因素，并进行了讨论，包括系统性变革的建议。