Engagement for Students With Severe Intellectual Disability : the Need for a Common Definition in Inclusive Education
By: Hollingshead, Aleksandra.
Contributor(s): Carnahan, Chriistina R | Lowrey, K. Alisa | Snyder, Kathleen.
Series: Inclusion 5 (1) March 2017: 1-15. 2017Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | STUDENTS | ENGAGEMENT | DEFINITION | UNIVERSAL DESIGN FOR LEARNING | INCLUSIVE EDUCATIONOnline resources: Read this Article Summary: Examines how engagement is defined for students without disability, at risk, or with mild disability as compared to those with severe intellectual disability. Discusses engagement for both populations of students and the resulting implications for inclusive practice. Emphasizes the importance of utilizing a universal definition within the framework of the Universal Design for Learning to enhance learning outcomes for all students, including those with severe intellectual disability.Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
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Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W0010574 |
Examines how engagement is defined for students without disability, at risk, or with mild disability as compared to those with severe intellectual disability. Discusses engagement for both populations of students and the resulting implications for inclusive practice. Emphasizes the importance of utilizing a universal definition within the framework of the Universal Design for Learning to enhance learning outcomes for all students, including those with severe intellectual disability.
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