Literaturnachweis - Detailanzeige
Autor/inn/en | Ferguson, Dianne L.; und weitere |
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Titel | Figuring Out What to Do with the Grownups: How Teachers Make Inclusion "Work" for Students with Disabilities. |
Quelle | In: Journal of the Association for Persons with Severe Handicaps (JASH), 17 (1992) 4, S.218-26 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0274-9483 |
Schlagwörter | Consultants; Drama; Educational Cooperation; High Schools; Mainstreaming; Qualitative Research; Severe Disabilities; Social Integration; Teacher Role; Teamwork |
Abstract | This paper uses qualitative research data and examples from a high school drama class to examine how achieving full learning membership for students with severe disabilities requires teachers, in collaborative and consultative relationships, to provide all students with crucial supports by flexibly working within three inclusion parameters (curriculum infusion, learning inclusion, and social inclusion). (JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |