Rights, Wrongs, and Remedies for Inclusive Education for Students with Significant Support Needs: Professional Development, Research, and Policy Reform

Autor/inn/en	Turnbull, Ann; Turnbull, Rud
Titel	Rights, Wrongs, and Remedies for Inclusive Education for Students with Significant Support Needs: Professional Development, Research, and Policy Reform
Quelle	In: Research and Practice for Persons with Severe Disabilities, 45 (2020) 1, S.56-62 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919896097
Schlagwörter	Stellungnahme; Inclusion; Students with Disabilities; Severe Disabilities; Barriers; Student Rights; Civil Rights; Professional Development; Research; Information Dissemination; Policy Formation; Accountability; Student Placement; Evidence Based Practice; Program Implementation; Educational Legislation; Federal Legislation; Equal Education + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Bürgerrechte; Grundrechte; Zivilrecht; Forschung; Informationsverbreitung; Politische Betätigung; Verantwortung; Schülerpraktikum; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout the country. We focus on rights, wrongs, and remedies regarding three key issues: (a) strengthening professional development, (b) conducting and disseminating research on inclusive practices, and (c) reforming policy for stronger implementation and accountability. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01