-This contributed volume, written by scholars in the field, provides readers with critical information regarding moderately to severely disabled students.

It offers a description of appropriate curriculum content for students with moderate or severe disabilities in inclusive settings, and a process through which collaborative education teams can identify appropriate functional and general education curriculum content. In addition instructional approaches that facilitate the infusion of instruction and curriculum for students with significant disabilities within general education contexts are discussed.

This book also provides background on inclusion for students with moderate or severe disabilities, related to both legal considerations and research findings.

-I. INTRODUCTION AND BACKGROUND ON INCLUSION AND CURRICULUM FOR STUDENTS WITH SIGNIFICANT DISABILITIES.

II. THE CURRICULUM CONTENT IDENTIFICATION PROCESS AND ITS USE IN INCLUSIVE SETTINGS.

III. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS WITH GENERAL EDUCATION PARALLELS.

IV. APPLYING THE CURRICULUM CONTENT IDENTIFICATION PROCESS TO CURRICULUM AREAS WITH NO GENERAL EDUCATION PARALLELS.

V. PLANNING, IMPLEMENTING, AND EVALUATING INSTRUCTION IN INCLUSIVE SETTINGS.

-Diane Lea Ryndak, (University of Florida)
Sandra Alper, (University of Northern Iowa)

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