Browder, D. M., Spooner, F., & Bingham, M. A. (2004). Current Practices in Alternate Assessment and Access to General Curriculum for Students with Severe Disabilities in the United States of America. Australasian Journal of Special Education, 28, 17-29.
http://dx.doi.org/10.1080/1030011040280203

has been cited by the following article:

• TITLE: UNESCO Inclusion Policy and the Education of School Students with Profound Intellectual and Multiple Disabilities:Where to Now?

  AUTHORS: Gordon Lyons, Michael Arthur-Kelly

  KEYWORDS: Inclusion, Profound Intellectual and Multiple Disabilities, School Education

  JOURNAL NAME: Creative Education, Vol.5 No.7, April 28, 2014

  ABSTRACT: The education of school students with profound intellectual and multiple disabilities presents diverse challenges to practitioners, families and policymakers. These challenges are philosophically and ethically complex, and impact curriculum, assessment and pedagogy. Given the international ascendancy of both the UNESCO Policy Guidelines on inclusion in education and the principles of inclusion for people with disabilities with respect to human services policy and practice, the authors build on their previous work to advocate for renewed debate about the nature of school education for these students, and put forward four pathways to inform this debate.