An Overview of Inclusive Education in the United States.

Autor/in	Hossain, Mokter
Titel	An Overview of Inclusive Education in the United States.
Quelle	Aus: Aitken, Joan E. (Hrsg.); Fairley, Joy Pedego (Hrsg.); Carlson, Judith K. (Hrsg.): Communication Technology for Students in Special Education and Gifted Programs. Hershey, Pa.: IGI Global (2011) S. 1-25 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1609608798; 9781609608781
DOI	10.4018/978-1-60960-878-1.ch001
Schlagwörter	Bildung; Bildungsgeschichte; Bildung; Bildungspolitik; Gesetzgebung; Schule; Strategie; Sonderpädagogik; USA; Bildungspolitik; Behinderung; Schule; Inklusion; Gesetzgebung; Behinderung; Sonderpädagogik; Best-Practice-Modell; Strategie; USA
Abstract	Der vorliegende Aufsatz gibt einen Überblick über inklusive Bildung in den USA, ihre Entwicklung, entsprechende Gesetzestexte, Strategien, Best-Practice-Beispiele und mehr. [Zusammenfassung: Redaktion Bildung Weltweit]. "Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms." [Abstract: Site editor's information].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/2