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Autor/inn/en | Agran, Martin; Alper, Sandra; Wehmeyer, Michael |
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Titel | Access to the General Curriculum for Students with Significant Disabilities: What It Means to Teachers. |
Quelle | In: Education and Training in Mental Retardation and Developmental Disabilities, 37 (2002) 2, S.123-33 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 1079-3917 |
Schlagwörter | Leitfaden; Access to Education; Accessibility (for Disabled); Curriculum; Educational Policy; Elementary Secondary Education; Inclusive Schools; Mainstreaming; Regular and Special Education Relationship; School Districts; Severe Disabilities; Teacher Attitudes; Teacher Surveys; Iowa |
Abstract | A survey of 84 Iowa teachers certified in severe disabilities examined opinions relating to access to the general curriculum. Most respondents felt that such access is not appropriate for students with severe disabilities and students should not be held to the same performance standards as typical peers. Also, almost half of teachers' districts did not have a clear policy on this issue. (Contains references.) (Author/DB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |