Determining the most effective curricula for students with severe disabilities requires increased attention as legislation and curricular changes are being made in the field of special education. This article a) reviews the legislation mandates from the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) and the 2001 No Child Left Behind Act (NCLB), b) discusses evidence-based practices for a standards-based curriculum and functional curriculum, and c) examines longitudinal outcomes for students with severe disabilities. The research suggests that students working on functional skills provided through a meaningful curriculum leads to a more independent life. Recommendations for future research and discussion are also presented.
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