The capacity for all students to meaningfully access the curriculum is a central tenant of inclusion. Investigation into curriculum provision for students with severe intellectual disabilities or profound and multiple learning difficulties (S/PMLD) receives little consideration in the literature; however, it has increasing relevance in designing…

The purpose of this embedded, multiple-case study was to conduct an international exploration of two teacher preparation programs for preservice teachers seeking licensure and specialism to teach students with severe, profound, and multiple disabilities. The study sought to learn about special education teacher preparation practices and structures…