The Perspectives of Students with and without Disabilities on Inclusive Schools

Autor/inn/en	Shogren, Karrie A.; Gross, Judith M. S.; Forber-Pratt, Anjali J.; Francis, Grace L.; Satter, Allyson L.; Blue-Banning, Martha; Hill, Cokethea
Titel	The Perspectives of Students with and without Disabilities on Inclusive Schools
Quelle	In: Research and Practice for Persons with Severe Disabilities, 40 (2015) 4, S.243-260 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796915583493
Schlagwörter	Student Experience; Disabilities; Student Attitudes; Inclusion; Regular and Special Education Relationship; Focus Groups; Student School Relationship; School Culture; Classroom Techniques; Educational Environment; Teaching Methods; Self Determination; Feedback (Response); Technology Uses in Education; Interviews + Suchen Sie Ihr Suchwort? Studienerfahrung; Handicap; Behinderung; Schülerverhalten; Inklusion; Schüler-Lehrer-Beziehung; Schulkultur; Schulleben; Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbestimmung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interviewing; Interviewtechnik
Abstract	The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, inclusion, and the practices that were implemented to support all students. Focus groups were conducted with 86 students with and without disabilities from six schools that were recognized as exemplars of inclusive schoolwide practices. Three major themes emerged: (a) students' sense of belonging in their school culture, (b) inclusion and its impact on students, and (c) school and classroom practices, such as positive behavior support systems, co-teaching, and instructional practices related to student self-determination and direction, feedback and re-teaching, multiple means of representation and expression, and technology utilization. Implications of these findings for implementing inclusive practices in other schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01