Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities

Abstract

In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.

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