Literaturnachweis - Detailanzeige
| Autor/in | Moores-Abdool, Whitney |
|---|---|
| Titel | A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by Middle School Math and Science Teachers for Included Students with Autism |
| Quelle | (2012), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Inclusion; Academic Accommodations (Disabilities); Middle School Teachers; Mathematics Teachers; Science Teachers; English Teachers; Middle School Students; Autism; Pervasive Developmental Disorders; Individualized Education Programs; Mixed Methods Research Inklusion; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; English language lessons; Englischunterricht; Student; Students; Schüler; Schülerin; Autismus; Individualized education program; Individualisierendes Lernen |
| Abstract | General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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