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Autor/inn/enKauffman, James M.; Felder, Marion; Ahrbeck, Bernd; Badar, Jeanmarie; Schneiders, Katrin
TitelInclusion of "All" Students in General Education? International Appeal for a More Temperate Approach to Inclusion
QuelleIn: Journal of International Special Needs Education, 21 (2018) 2, S.1-10 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2159-4341
SchlagwörterInclusion; Disabilities; Regular and Special Education Relationship; Student Placement; Mainstreaming; Student Rights; World Problems; Legal Responsibility; Foreign Countries; Educational Legislation; Germany
AbstractIncluding students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. "Full" inclusion, the claim that "all" students with disabilities are best placed in general education with needed supports, is a world-wide issue. Full inclusion does not serve the best interests of all students with disabilities. Including all students in the common enterprise of learning is more important than where students are taught. (As Provided).
AnmerkungenDivision of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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