All Means All : Connecting Federal Education Policy and Local Implementation Practice Through Evidence and Equity

By: Schuh, Mary Clare.
Contributor(s): Knackstedt, Kimberly M | Cornett, Jake | Choi, Jeong Hoon | Pollitt, Daniel T | Satter, Allyson L.
Series: Inclusion : Special Topic Issue - Impact of SWIFT Technical Assistance 6 (1) March 2018: 45-59. 2018Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): INTELLECTUAL AND DEVELOPMENTAL DISABILITIES | EDUCATION | EDUCATIONAL POLICY | INCLUSIVE EDUCATION | UNITED STATES OF AMERICA | SCHOOLWIDE INTEGRATED FRAMEWORK FOR TRANSFORMATION (SWIFT) | ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) | INDIVIDUALS WITH DISABILITY EDUCATION ACT (IDEA) | EVERY STUDENTS SUCCEEDS ACT (ESSA)Online resources: Read this Article Summary: This article discusses equity-based inclusive education and federal policy drivers that can be used to make positive sustainable change in state, district, and local practice to improve the academic, social, and behavioral outcomes for all students including students with extensive support needs and those with labels of intellectual and developmental disabilities.
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This article discusses equity-based inclusive education and federal policy drivers that can be used to make positive sustainable change in state, district, and local practice to improve the academic, social, and behavioral outcomes for all students including students with extensive support needs and those with labels of intellectual and developmental disabilities.

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