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Most students with disabilities are expected to enter the workforce after high school or attend postsecondary institutions to engage in further study (Cortiella & Horowitz, 2014). Working knowledge of the general curriculum from content area classes (e.g., civics, history, science, English language arts) serves students well during middle school, high school, and after high school. In these settings, many students with disabilities are included in the general education classroom and struggle with text-reading demands. The purpose of the article is to provide general and special educators with an interpretation of the Common Core State Standards text-selection guidelines and guidance on how to use them to evaluate text.


Swanson, E., & Wexler, J. (2017). Selecting appropriate text for adolescents with disabilities. Teaching Exceptional Children, 49(3) 160–167.

Related Institute

Published Date


Funding Source

U.S. Department of Education, Office of Special Education Programs


Reading Instruction
Special Education/Learning Disabilities

Type of Resource

Journal Article/Book Chapter


General Education Classroom Teacher
Instructional Coaches
Preservice Teacher
School Administrator
Special Education Teacher
Technical Assistance Provider

Grade Level

Middle School
High School