Literaturnachweis - Detailanzeige
| Autor/in | Kleinert, Harold L. |
|---|---|
| Titel | Students with the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion |
| Quelle | In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 1, S.34-38 (5 Seiten)
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| Zusatzinformation | ORCID (Kleinert, Harold L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-7969 |
| DOI | 10.1177/1540796919892740 |
| Schlagwörter | Stellungnahme; Students with Disabilities; Severe Disabilities; Inclusion; Social Bias; Severe Intellectual Disability; Student Placement; Regular and Special Education Relationship; Alternative Assessment; Communication Skills; Educational Legislation; Federal Legislation; Equal Education; Augmentative and Alternative Communication; Communication Disorders |
| Abstract | In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues. [For "Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors," by Agran et al., see EJ1246688.] (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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