Segregated Programs versus Integrated Comprehensive Service Delivery for All Learners: Assessing the Differences

Autor/inn/en	Frattura, Elise; Capper, Colleen A.
Titel	Segregated Programs versus Integrated Comprehensive Service Delivery for All Learners: Assessing the Differences
Quelle	In: Remedial and Special Education, 27 (2006) 6, S.355-364 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325060270060501
Schlagwörter	Attitudes toward Disabilities; Educational Change; Integrated Services; Special Education; Conventional Instruction; Inclusive Schools; At Risk Persons; Limited English Speaking + Suchen Sie Ihr Suchwort? Bildungsreform; Special needs education; Sonderpädagogik; Sonderschulwesen; Inclusive school; Integrative Schule; Risikogruppe
Abstract	The purpose of this article is to address the principles of a comprehensive whole-school restructuring to serve not only students with disabilities educated in inclusive environments but also all learners who have been labeled to receive services from federally mandated programs, such as special education, limited English, at risk, or Title I. The number of students who qualify for such services is growing. Unfortunately, these students often spend the largest part of their day leaving their classroom to receive special instruction, resulting in a disconnected and fragmented day. We address the outcomes of traditional programs and the underlying principles necessary to support inclusive services versus creating segregated programs. The principles are classified into four cornerstones: core principles, location of services, curriculum and instruction, and funding and policy. (Author).
Anmerkungen	PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10