How teachers include students with moderate and severe disabilities in elementary classes: the means and meaning of inclusion
By: Janney, Rachel E.
Contributor(s): Snell, Martha E.
Series: Journal of the Association for Persons with Severe Handicaps 22 (3) 1997: 159-169.Publisher: 1997Content type: text Media type: unmediated Carrier type: volume Subject(s): DEVELOPMENTAL DISABILITIES
| DEVELOPMENTAL DISABILITIES | INCLUSIVE EDUCATION | INTEGRATION | INTEGRATION | PEER RELATIONSHIPS | RELATIONSHIPS | SOCIAL INTERACTION | TEACHERSSummary: This ethnographic study investigated the ways general and special educators went about including students with moderate and severe developmental disabilities in five elementary classrooms. The modifications made to teachers roles, classroom routines and instructional activities are described. Discussion focuses on the assimilationist approach to diversity evidence by these modifications, and on the implications for facilitating full social and instructional inclusion through teacher collaboration and insteructional modifications.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 9456 |
This ethnographic study investigated the ways general and special educators went about including students with moderate and severe developmental disabilities in five elementary classrooms. The modifications made to teachers roles, classroom routines and instructional activities are described. Discussion focuses on the assimilationist approach to diversity evidence by these modifications, and on the implications for facilitating full social and instructional inclusion through teacher collaboration and insteructional modifications.
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