Retrospectives on Factors Influencing Inclusive Opportunities for College Students with Extensive Support Needs

Autor/inn/en	Orlando, Ann-Marie; Klinepeter, Elizabeth; Foster, Megan
Titel	Retrospectives on Factors Influencing Inclusive Opportunities for College Students with Extensive Support Needs
Quelle	In: International Journal of Inclusive Education, 20 (2016) 12, S.1239-1251 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orlando, Ann-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1159255
Schlagwörter	Inclusion; Special Education; College Students; Multiple Disabilities; Severe Disabilities; Assistive Technology; Caregiver Role; Qualitative Research; Research Methodology; Student Attitudes; Semi Structured Interviews; Caregiver Child Relationship; Self Concept; Special Needs Students; Educational Legislation; Educational Quality; Equal Education; Federal Legislation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Collegestudent; Multiple disability; Mehrfachbehinderung; Severe disability; Schwerbehinderung; Qualitative Forschung; Research method; Forschungsmethode; Schülerverhalten; Selbstkonzept; Sonderpädagogischer Förderbedarf; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Bundesrecht
Abstract	Current U.S. legislation calls for students with disabilities to be involved and make progress in general education curriculum. Despite the legislation, students with extensive support needs continue to be segregated from their peers and post-school outcomes remain dismal for this population of students. The purpose of this retrospective study was to explore the perceptions of two students with extensive support needs and their caregivers regarding factors that contributed to their involvement and progress in the general education curriculum and eventual enrolment in four-year, post-secondary institutions in the United States. Findings related to the role of participants' perceptions of self, participants' engagement in advocacy roles and activities, and specific human and material supports that both facilitated and acted as barriers to education in the general curriculum emerged as recurrent themes. Limitations of the study and suggestions for future research and practice are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01