Placement of Students with Severe Disabilities Who Have Complex Health Care Needs in General Education Classes

Autor/in	Lehr, Donna H.
Titel	Placement of Students with Severe Disabilities Who Have Complex Health Care Needs in General Education Classes
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 1, S.39-44 (6 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lehr, Donna H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919895971
Schlagwörter	Stellungnahme; Student Placement; Students with Disabilities; Severe Disabilities; Barriers; Federal Legislation; Court Litigation; Health Insurance; Teacher Role; School Nurses; Attitudes toward Disabilities; Competence; Individual Characteristics; Teacher Competencies; Educational Resources; Child Health + Suchen Sie Ihr Suchwort? Schülerpraktikum; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Bundesrecht; Rechtsstreit; Krankenversicherung; Lehrerrolle; Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrkunst; Bildungsmittel
Abstract	Data reveal that insufficient progress has been made in increasing the number of students with severe disabilities who are educated in general education classes. Agran et al. asked why this is happening and discussed determinants that may be affecting placement decisions that serve to segregate students from their peers. This article is a review of the circumstances that have facilitated the movement of students with both severe disabilities and complex health care needs from hospitals and homes, and into school buildings. It also extends Agran et al.'s discussion to placement decisions that may be affecting this specific group of students. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01