Literaturnachweis - Detailanzeige
Autor/in | Gee, Kathleen |
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Titel | Why Indeed? |
Quelle | In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 1, S.18-22 (5 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Gee, Kathleen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1540-7969 |
DOI | 10.1177/1540796919900951 |
Schlagwörter | Stellungnahme; Students with Disabilities; Severe Disabilities; Inclusion; Attitudes toward Disabilities; Social Bias; Social Justice; Competence; Teacher Competencies; Program Effectiveness; Educational Legislation; Equal Education; Federal Legislation |
Abstract | Agran and colleagues have not only summarized the research on inclusive education, but they have also summed up the frustrations of many of us who have been working with families, teachers, and administrators to facilitate the inclusion of children and young adults with severe disabilities over many years. My response takes some of their most salient points even a step further, with some additional critical perspectives. The persistent segregation of individuals with the most extensive support needs is a social justice issue. This article focuses on the reasons for ongoing discrimination, including implicit biases and perceptions of competence, lack of preparation and experiences among key stakeholders, the people who benefit from segregation, and the misguided approach of "gradual inclusion." It concludes with a plea for new laws and legislative mandates. [For "Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors," by Agran et al., see EJ1246688.] (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |