Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review

Autor/inn/en	Alquraini, Turki; Gut, Dianne
Titel	Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review
Quelle	In: International Journal of Special Education, 27 (2012) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusion; Regular and Special Education Relationship; Educational Strategies; Assistive Technology; Mental Retardation; Severe Disabilities; Mainstreaming; Literature Reviews; Academic Accommodations (Disabilities); Teaching Methods; Peer Influence; Family Influence; Cooperative Learning; Inquiry; Augmentative and Alternative Communication + Suchen Sie Ihr Suchwort? Inklusion; Lehrstrategie; Geistige Behinderung; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen
Abstract	This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical components of successful inclusion of students with disabilities or equivalent concepts as the outcome. Seventy two studies met the two criteria and are presented in this review. The author provides an integrated overview of current knowledge regarding the critical components that enhance the quality of inclusive education programs for students with severe disabilities across the world. This review provides evidence that these components support students' access and progress, either in curricular or non-curricular activities in general education settings. Finally, the author identifies the need for future empirical studies to further examine how each of these components supports students with severe disabilities in general education settings. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10