ABSTRACT
Issues of educability were examined in a special issue of Analysis and Intervention in Developmental Disabilities (Kauffman, 1981), and curricular models were increasingly explored (Browder, Spooner, Ahlgrim-Delzell, et al., 2003). Browder, Spooner, Ahlgrim-Delzell, et al. (2003) suggest that over the years there has been support for several curricular training models: developmental (e.g., Bricker & Iacino, 1977; Robinson & Robinson, 1983; Stephens, 1977), functional (L. Brown et al., 1979; L. Brown, Nietupski, & Hamre-Nietupski, 1976; Meyer, Eichenger, & ParkLee, 1987), social inclusion (Gent & Mulhauser, 1988; Lipsky & Gartner, 1989; Meyer, 1994), self-determination (Wehmeyer, 2005; Wehmeyer, Agran, & Hughes, 1998; Wehmeyer, Field, Doren, Jones, & Mason, 2004), and general curriculum access (Browder, Ahlgrim-Delzell, Courtade-Little, & Snell, 2006; Browder & Spooner, 2006; Browder, Spooner, Wakeman, Trela, & Baker, 2006; Spooner, Dymond, & Kennedy, 2006). Perspectives on defi ning scientifi cally-based research for this population have also been explored (Spooner, 2003).
