Where Students With the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access Harold Kleinert', Elizabeth Towles-Reeves $$ { }^{2} $$, Rachel Quenemoen $$ { }^{3} $$,Martha Thurlow $$ { }^{3} $$, Lauren Flueg Laura Weseman², and Allison Kerbel

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The article by Harold Kleinert and colleagues discusses the educational settings for students with significant cognitive disabilities and the impact on their access to the general curriculum. It examines various environments, the importance of appropriate supports, and offers recommendations for improving inclusive education.

Where Students With the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access Harold Kleinert', Elizabeth Towles-Reeves \( { }^{2} \), Rachel Quenemoen \( { }^{3} \),Martha Thurlow \( { }^{3} \), Lauren Flueg Laura Weseman², and Allison Kerbel

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Where Students With the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access Harold Kleinert', Elizabeth Towles-Reeves \( { }^{2} \), Rachel Quenemoen \( { }^{3} \),Martha Thurlow \( { }^{3} \), Lauren Flueg Laura Weseman², and Allison Kerbel

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