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Abstract

Factors relating to curriculum use in general education have been studied in considerable depth, yet little research has been conducted on what factors impact the enactment of curriculum in special education. This study specifically studied the enactment of a functional curriculum in two rural, self-contained, cross-categorical programs. The data revealed that it was the intersection and union of seven factors (policy/legislation, community, school, teachers, paraprofessionals, students, and curriculum materials) that shaped the enacted functional curriculum in both programs. The association between the factors and the enactment of the functional curriculum holds implications for policy, research, and practice.

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Factors Impacting the Enactment of a Functional Curriculum in Self-Contained Cross-Categorical Programs

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