Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors

Autor/inn/en	Agran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael
Titel	Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors
Quelle	(2019), (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Agran, Martin) ORCID (Kurth, Jennifer A.) ORCID (Zagona, Alison) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Placement; Severe Disabilities; Students with Disabilities; Inclusion; Decision Making; Barriers; Outcomes of Education; Student Needs; Influences; Educational Change; Federal Programs; Educational Legislation; Federal Legislation; Equal Education + Suchen Sie Ihr Suchwort? Schülerpraktikum; Severe disability; Schwerbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Decision-making; Entscheidungsfindung; Lernleistung; Schulerfolg; Influence; Einfluss; Einflussfaktor; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices. [This is the online version of an article published in "Research and Practice for Persons with Severe Disabilities."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06