Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

Autor/inn/en	Rogers, Wendy; Johnson, Nicole
Titel	Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom
Quelle	In: Physical Disabilities: Education and Related Services, 37 (2018) 2, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2372-451X
Schlagwörter	Educational Legislation; Federal Legislation; Disabilities; Equal Education; Access to Education; Inclusion; Severe Disabilities; Multiple Disabilities; Educational Strategies; Special Education Teachers; Regular and Special Education Relationship; Learning Disabilities; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Lehrstrategie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Learning handicap; Lernbehinderung
Abstract	Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. (As Provided).
Anmerkungen	Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; Web site: https://scholarworks.iu.edu/journals/index.php/pders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01