Are current reading practices bridging the reading gap for student with disabilities?

Are Students with Disabilities Accessing the Curriculum? A Meta-analysis of the Reading Achievement Gap between Students with and without Disabilities. A critical goal of federal education policy is improving students with disabilities participation in grade level curriculum. This meta-analysis examines 23 studies for student access to curriculum by assessing the gap in reading achievement between general education peers and students with disabilities (SWD). The study finds that SWDs performed more than three years below peers. The study looks at the implications for changing this pictures and why current policies and practices are not achieving the desired results.

Citation: Gilmour, A. F., Fuchs, D., & Wehby, J. H. (2018). Are students with disabilities accessing the curriculum? A meta-analysis of the reading achievement gap between students with and without disabilities. Exceptional Children. Advanced online publication. doi:10.1177/0014402918795830

Link: 

https://journals.sagepub.com/doi/abs/10.1177/0014402918795830

https://www.researchgate.net/profile/Allison_Gilmour/publication/327653148_Are_Students_With_Disabilities_Accessing_the_Curriculum_A_Meta-Analysis_of_the_Reading_Achievement_Gap_Between_Students_With_and_Without_Disabilities/links/5b9bd83c299bf13e603155c5/Are-Students-With-Disabilities-Accessing-the-Curriculum-A-Meta-Analysis-of-the-Reading-Achievement-Gap-Between-Students-With-and-Without-Disabilities.pdf