Inclusion and the challenge of assimilation for teachers of students with severe disabilities
By: Goessling, Deborah Peters.
Series: Journal of the Association for Persons with Severe Handicaps 23 (3) 1998: 238-251.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): INCLUSION
| INCLUSIVE EDUCATION | TEACHERS | TEACHERS ROLE | STUDENT | PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES (PIMD)Summary: The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms. [AJ].
| 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) | 12928 |
Total holds: 0
The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms. [AJ].
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