Normal view MARC view ISBD view

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. 2017Subject(s): SEVERE PROFOUND AND MULTIPLE DISABILITIES | STUDENTS | ENGAGEMENT | DEFINITION | UNIVERSAL DESIGN FOR LEARNING | INCLUSIVE EDUCATIONOnline resources: Click to read article online IHC Library Members 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.
Tags from this library: No tags from this library for this title. Log in to add tags.
    average rating: 0.0 (0 votes)
Item type Current location Call number Status Date due Barcode Item holds
Article IHC Library
Available (Article available on request) W0010574
Total holds: 0

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.

There are no comments for this item.

Log in to your account to post a comment.

Powered by Koha

//