Following the mandates of the 2004 Individuals with Disabilities Deduction Improvement Act (IDIEA) and No Child Left Behind (2001) high schools have included students with cognitive disabilities into business classes. Although some teachers believe that the inclusion of mild to moderate intellectually disabled students into the general business education classroom may increases academic achievement for the special needs student; it continues to be widely debated as to whether it benefits the typical student or not. This study examined the issues of inclusion from the perception of a business faculty member, a special education district supervisor, a high school special education teacher responsible for job coaching and placement, and a high school general business teacher. Applying the perspective of the participants to a Web Mastering course, curriculum redesign reflected a difference in pacing and emphasis which welcomed the individual skills and interests of all types of learners found in the included classroom.
& Zascavage, V.
Improving the Web Mastering Curriculum for the Included Classroom,
Electronic Journal for Inclusive Education, 2