Literaturnachweis - Detailanzeige
| Autor/in | McLeskey, James |
|---|---|
| Titel | Reflections on Future Directions for Including Students with Severe Disabilities |
| Quelle | In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 1, S.45-50 (6 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (McLeskey, James) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-7969 |
| DOI | 10.1177/1540796919890924 |
| Schlagwörter | Stellungnahme; Inclusion; Students with Disabilities; Severe Disabilities; Change Strategies; Advocacy; Principals; Administrator Role; Program Effectiveness |
| Abstract | Little progress has been made in the last 20 years toward developing and sustaining effective inclusive programs for students with severe disabilities. An article by Agran and colleagues examines factors that contribute to this lack of progress and provides some initial discussion regarding alternatives for addressing this seemingly intractable problem. This article extends the discussion by Agran and colleagues by providing recommendations regarding the use of a positive deviance approach to systemic change and school improvement, and also recommends that advocacy efforts are needed to ensure that principals are well prepared to support these efforts. [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 | 2024/1/01 |
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