Open Access. Powered by Scholars. Published by Universities.®

Special Education and Teaching Commons™

Open Access. Powered by Scholars. Published by Universities.®

Inclusive education

Discipline
Institution
Publication Year
Publication
Publication Type

Articles 31 - 60 of 95

Full-Text Articles in Special Education and Teaching

The Role Of School–Community Collaboration In The Inclusive Education (Ie) Practices Concerning Students With Special Educational Needs (Sens) In Public And Private Schools In Abu Dhabi, Hamdah Jibar Nov 2023

The Role Of School–Community Collaboration In The Inclusive Education (Ie) Practices Concerning Students With Special Educational Needs (Sens) In Public And Private Schools In Abu Dhabi, Hamdah Jibar

Thesis/ Dissertation Defenses

This dissertation investigates the multifaceted role of school–community collaboration in inclusive education (IE) practices for students with special educational needs (SENs) in Abu Dhabi’s public and private schools in the United Arab Emirates (UAE). Over the past two decades, the UAE government has intensified its efforts to enhance the realm if special education, aiming to improve SEN students’ social, cognitive, and academic outcomes. National attention for these practices aligns with the broader aspiration to establish an inclusive and equitable society.
The primary objective of this study is to explore the intricacies of school–community collaboration in fostering inclusive education practices. In …

Go to article

The Role Of School–Community Collaboration In The Inclusive Education Practices Concerning Students With Special Educational Needs In Public And Private Schools In Abu Dhabi, Hamdah Jibar Nov 2023

The Role Of School–Community Collaboration In The Inclusive Education Practices Concerning Students With Special Educational Needs In Public And Private Schools In Abu Dhabi, Hamdah Jibar

Dissertations

Strong school-community partnership has been found to play a critical role in the implementation of inclusive education. This dissertation investigates the multifaceted role of school–community collaboration in inclusive education (IE) practices for students with special educational needs (SENs) in Abu Dhabi’s public and private schools in the United Arab Emirates (UAE). Over the past two decades, the UAE government has intensified its efforts to enhance the realm of special education, aiming to improve Students with SEN’s social, cognitive, and academic outcomes. National attention to these practices aligns with the broader aspiration to establish an inclusive and equitable society. In UAE, …

Go to article

Detect Misconceptions, Construct Competence-Aligned Pedagogical Practices, And Use Instructional Strategies That Decenter Speech As A Means To Include Autistic Students, Chelsea P. Tracy-Bronson, Sara Scribner Jul 2023

Detect Misconceptions, Construct Competence-Aligned Pedagogical Practices, And Use Instructional Strategies That Decenter Speech As A Means To Include Autistic Students, Chelsea P. Tracy-Bronson, Sara Scribner

Taboo: The Journal of Culture and Education

In this practice-based article, we use data and research to establish the need to examine inclusive-oriented pedagogical strategies to support autistic individuals. We believe that educators who use critical reflection can detect many of the common misconceptions about autism, learn how to re-frame these understandings, and consider different ways to support these students within inclusive classrooms. This article provides innovative pedagogical approaches for competence-aligned instruction, cultivating a web of communication access, bolstering social interaction, and supporting changes in the environment and with sensory experiences. We also describe ways to de-center speech to create a classroom that values dynamic engagement, divergent …

Go to article

Improving Peer-To-Peer Learning For Students With Extensive Support Needs In Inclusive Classrooms, Zachary Michael Deets Jun 2023

Improving Peer-To-Peer Learning For Students With Extensive Support Needs In Inclusive Classrooms, Zachary Michael Deets

Dissertations and Theses

Inclusive learning opportunities lead to better outcomes for students with extensive support needs (ESN). In the absence of targeted intervention, however, students with ESN are unlikely to interact meaningfully with their peers or the general education curriculum. The literature describes evidence-based strategies in support of the meaningful inclusion of students with ESN in inclusive classrooms, including the use of technology to mediate learning experiences and nondisabled peers as learning "interventionists." This dissertation introduces an intervention package, Technology-Assisted Peer-Mediated Academic Support (TAPMAS), incorporating Technology-Aided Instruction and Intervention (TAII) and Peer-Based Instruction and Intervention (PBII), as a model of how educators may …

Go to article

Public Vocational School Teachers' Experiences And Perceived Self-Efficacy In Working With Students With Disabilities In An Inclusive Environment: A Phenomenological Inquiry Study, Amber Jean Caproni Apr 2023

Public Vocational School Teachers' Experiences And Perceived Self-Efficacy In Working With Students With Disabilities In An Inclusive Environment: A Phenomenological Inquiry Study, Amber Jean Caproni

Doctoral Dissertations and Projects

Full inclusion of students with disabilities within the general education classroom has been a longstanding goal of many school districts within the United States. Many studies have been conducted to understand what attributes are needed for successful inclusion with the evidence pointing to the need for teachers to have a strong sense of instructional self-efficacy when working with students with disabilities. Copious research concerning teachers’ experiences with inclusive education has been conducted across typical public-school settings; however, scant information is known about inclusive education experiences of general education teachers employed in vocational high schools. The purpose of this transcendental phenomenological …

Go to article

Teacher’View About Dual Enrolment Of Student With Disabilities In Special And Inclusive Private School, Mahra Saeed Ismaeil Apr 2023

Teacher’View About Dual Enrolment Of Student With Disabilities In Special And Inclusive Private School, Mahra Saeed Ismaeil

Theses

The education of children with disabilities is challenging. Special and inclusive schools cannot offer meaningful access to education to children with disabilities. Currently, schools strive to provide access to education in a dual context: a certain number of days at inclusive schools and others at special schools. However, information on how teachers are contending with such practices is limited. This study explored teachers’ views on the education of students with disabilities in the dual enrolment education system in the United Arab Emirates (UAE). The social education model was conceptualised to understand teachers’ perceptions, collaborative efforts, resources and challenges to dual …

Go to article

"The Change Was As Big As Night And Day": Experiences Of Professors Teaching Students With Intellectual Disabilities, Gavin W. Watts, Eric J. López, Mariya T. Davis Jan 2023

"The Change Was As Big As Night And Day": Experiences Of Professors Teaching Students With Intellectual Disabilities, Gavin W. Watts, Eric J. López, Mariya T. Davis

Special Education Faculty Publications (Archived)

Since the inception of the Higher Education Opportunity Act in 2008, there has been an increase in the number of post-secondary education institutions in the United States that have established inclusive postsecondary programs for individuals with intellectual disabilities to attend college and achieve higher levels of employment. Previous studies have investigated the development and outcomes of these programs, however, less has been explored related to professors' experiences and perceptions regarding this unique student population, particularly within Hispanic Serving Institutions (HSI). The current study focused on professors teaching inclusive courses within a new Comprehensive Transition and Postsecondary Program at a HSI …

Go to article

Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar Jan 2023

Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar

The Rural Educator

Despite a long history of overrepresentation in segregated settings (Brock, 2018), students with disabilities who require extensive supports are more likely to receive inclusive placements in rural schools. In this paper, we present findings from a narrative literature analysis of inclusive education for students with disabilities in rural schools located in the United States. Our search yielded 24 articles, published between 2002 and 2019, which reveal three storylines: (a) perceptions about inclusive education in rural schools and communities, (b) inclusive placements are common for students with disabilities, and (c) access to resources is a factor for rural schools to provide …

Go to article

The Level Of Teachers' Readiness To Implement The Multi-Tiered System Of Support In Inclusive Schools, Doaa M. Alshaddadi, Abdulkarim H. Alhossein Prof. Oct 2022

The Level Of Teachers' Readiness To Implement The Multi-Tiered System Of Support In Inclusive Schools, Doaa M. Alshaddadi, Abdulkarim H. Alhossein Prof.

International Journal for Research in Education

The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support …

Go to article

Improving Parents' Knowledge Of The Iep Process: An Applied Study, Rhonda Clanton-Davis Oct 2022

Improving Parents' Knowledge Of The Iep Process: An Applied Study, Rhonda Clanton-Davis

Doctoral Dissertations and Projects

The purpose of this applied study was to examine the problem of parents’ insufficient knowledge about the Individualized Education Plan (IEP) process in a central Texas elementary school and to design training to improve parental IEP knowledge and involvement. The central research question was: How can the problem of parents’ insufficient knowledge of the IEP process be solved at Brown Elementary School in central Texas? In a virtual setting, I used content analysis of the following participants: parents of children with disabilities, general and special education teachers, and public education administrators. I collected data collected using quantitative and qualitative approaches …

Go to article

A Study Of K-12 Classroom Teachers' Concerns And Perceived Self-Efficacy In Implementing Inclusive Teaching Practices To Instruct Students With Disabilities, Pankaj Khazanchi Mar 2022

A Study Of K-12 Classroom Teachers' Concerns And Perceived Self-Efficacy In Implementing Inclusive Teaching Practices To Instruct Students With Disabilities, Pankaj Khazanchi

Doctoral Dissertations and Projects

Research over the past decade suggests teachers have low instructional self-efficacy/confidence and more concerns about implementing inclusive teaching practices. This quantitative correlational study explored whether reported concerns and demographic variables (gender, age, education, and years of teaching experience) predicts teachers’ instructional self-efficacy with students with disabilities. The Concerns about Inclusive Education and the Teachers’ Efficacy in Implementing Inclusive Practices scales were administered to 123 K-12 classroom teachers in Georgia. Data were subjected to hierarchical linear multiple regression to examine whether systematically adding select demographic variables and teachers’ concern scores to the overall model significantly improved the model’s ability to predict …

Go to article

Effects Of Inclusive Social Skills Training On Preschoolers, Lauren E. Weiss Dec 2021

Effects Of Inclusive Social Skills Training On Preschoolers, Lauren E. Weiss

Special Education ETDs

Social interventions for children with disabilities are generally conducted in small groups and outside of the classroom; therefore, little is known about inclusive and classwide social interventions in early childhood educational settings. This study evaluated the effects of inclusive social skills training (ISST), a program delivered remotely to inclusive preschool classrooms via direct instruction, video modeling, rehearsal, and feedback, to teach social skills. Educators rated preschoolers' social skills in a nonequivalent pretest-posttest design and evaluated the social validity of ISST. I examined the differences in scores. A significant interaction effect was detected in the program group between abilities. Overall, educators …

Go to article

Improving Inclusion: The Ongoing And Transformative Process Of Improving Education Systems To Meet The Needs Of All Students, Robert Mistler Dec 2021

Improving Inclusion: The Ongoing And Transformative Process Of Improving Education Systems To Meet The Needs Of All Students, Robert Mistler

Capstone Projects and Master's Theses

For this Capstone Project the researcher will investigate how instructors view the environment of the classroom when there is a mix of special needs students incorporated into the general population classroom setting and what they think could be done to improve the environment. The inclusion of special needs is necessary for fair and equal treatment; further, by separating the general population from special needs students, brings about a culture of segregation that can have lifelong impacts. Through an evaluation of scholarly literature and interviews conducted with teachers at an elementary school the findings uncovered three emergent themes: collaboration with teachers …

Go to article

Using Disability Studies In Education (Dse) And Professional Development Schools (Pds) To Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea Locastro, Lisa Rencher Aug 2021

Using Disability Studies In Education (Dse) And Professional Development Schools (Pds) To Implement Inclusive Practices, Brent Elder, Lesa Givens, Andrea Locastro, Lisa Rencher

College of Education Departmental Research

This article highlights ways in which disability studies in education (dse) and professional development school (pds) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration pds steering committee members to better understand how students with disability labels could be supported through the development and implementation of dse-informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing dse-informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing …

Go to article

Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah May 2021

Implementing Inclusive Education In Early Childhood Settings: The Interplay And Impact Of Exclusion, Teacher Qualities And Professional Development In Ghana, Francis R. Ackah-Jnr, Hyacinth Udah

Journal of Educational Research and Practice

Inclusive education (IE) in the early years enhances young children’s learning, socialization, and development; yet, children with disability are one group that is often isolated, excluded, or marginalized in early childhood education. This paper examines jointly the perceived exclusion practices, teacher qualities, and professional development and the interplay and impact of these factors on effective inclusive early childhood education. Drawing on data collected from individual interviews with teachers and headteachers in a large early childhood and school setting in Ghana, findings of this qualitative study indicate the exclusion practices of teachers. The findings suggest that resistance to IE limits learning, …

Go to article

Lessons From The Past And Challenges For The Future: Inclusive Education For Students With Unique Needs, William Evans, Robert A. Gable, Amany Habib Jan 2021

Lessons From The Past And Challenges For The Future: Inclusive Education For Students With Unique Needs, William Evans, Robert A. Gable, Amany Habib

Communication Disorders & Special Education Faculty Publications

The school-age population of students is becoming increasingly more culturally and linguistically diverse. There is mounting recognition that English Learners (EL) represent a unique group of students who have special educational and linguistic needs. This article considered the needs of learners with diverse special needs such as (a) learning and behavior challenges and (b) English Learners identified as students with limited or interrupted formal education (SLIFE). We highlighted some potential lessons to be learned from past-to-present efforts to serve students with behavior problems. Selected evidence-based practices were featured that are applicable to learners with special needs, thereby supporting the development …

Go to article

Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor Jan 2021

Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor

Theses and Dissertations

Despite efforts through legislation to increase the engagement of individuals with intellectual and developmental disabilities (IDD) in competitive integrated employment (CIE) and post-secondary education, outcomes remain poor. However, recent policy has emphasized CIE as a preferred outcome and created new opportunities to engage individuals with IDD in post-secondary education. Likewise, research into the transition of youth with disabilities has revealed several predictors of post-school success including inclusive education and a variety of vocationally-oriented experiences. Previous research had not determined whether students with IDD received both inclusive academic education and vocational transition experiences or how these predictors might interact. The purpose …

Go to article

Barriers To The Implementation Of The National Concept Of Inclusive Education In The Kyrgyz Republic For 2019-2023, Zhibek Lbraeva Aug 2020

Barriers To The Implementation Of The National Concept Of Inclusive Education In The Kyrgyz Republic For 2019-2023, Zhibek Lbraeva

International Programs

Implementation of the National Concept of Inclusive Education in the Kyrgyz Republic may be significantly impeded due to the existent systematic barriers. The current poster goes over the barriers identified as a result of literature review on inclusive education in the former Soviet republics, in particular Kyrgyz Republic.

Go to article

The Importance Of Using Assistive Technology With Students With Intellectual Disabilities In Inclusive Education Schools, Dr. Nabil Sharaf Almalki, Budur Mohammed Al-Harthi Jul 2020

The Importance Of Using Assistive Technology With Students With Intellectual Disabilities In Inclusive Education Schools, Dr. Nabil Sharaf Almalki, Budur Mohammed Al-Harthi

International Journal for Research in Education

The study aimed to identify importance of using assistive technology with students with intellectual disabilities in inclusive education schools from the perspective of teachers and to reveal statistically significant differences in means of their responses about importance of using assistive technology in inclusive schools according to the following variables (number of students in classroom, degree of disability, years of experience, and attending training on using technology). The researchers used the descriptive method. The sample consisted of 134 female teachers in inclusive education schools in Riyadh and 106 teachers completed the questionnaire. Results showed that teachers agreed on the importance of …

Go to article

Increasing Inclusive Education Through A Learning Center Model: A California Approach, Aja Mckee, Audri Sandoval Gomez Mar 2020

Increasing Inclusive Education Through A Learning Center Model: A California Approach, Aja Mckee, Audri Sandoval Gomez

Education Faculty Articles and Research

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with …

Go to article

Is The Setting Important?: A Systematic Review Of Academic Achievement In A Variety Of Educational Settings, Shannon Jeralds Mar 2020

Is The Setting Important?: A Systematic Review Of Academic Achievement In A Variety Of Educational Settings, Shannon Jeralds

Educational Specialist Scholarly Papers

Since the inception of Public Law 94-142, which we now know today as the Individuals with Disabilities Act (IDEA), in 1975, the question of how and where to educate students with disabilities has been constantly examined and re-examined. Students with disabilities have gone from being placed in an isolated area of the school (out of sight, out of mind) to being included in regular education classrooms and being expected to perform at the same level as students without disabilities. This has caused educators and researchers to wonder what is the best educational setting for students with disabilities to be educated, …

Go to article

The Relationship Between Co-Teaching Partnerships And Student Achievement, Tikki N. Middleton Jan 2020

The Relationship Between Co-Teaching Partnerships And Student Achievement, Tikki N. Middleton

College of Graduate Studies: Theses & Dissertations

Due to legislative mandates schools are required to educate SWDs in the least restrictive environment alongside SWODs, which lead to the rise of co-teaching. However, enhancing the quality of co-teaching partnerships to impact student achievement poses a challenge for many school leaders due to the absence of quantitative data involving the impact of co-teaching on student achievement. The purpose of this study was to identify correlations among the qualities of co-teaching partnerships in grades six through eight as measured by The Colorado Assessment of Co-teaching (CO-ACT), and student growth percentiles from Spring 2019 Georgia Milestones Assessment (GMAS) data in middle …

Go to article

Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain Jan 2020

Making A Difference To The Student Experience Through Purposeful Course Design, Lucia Zundans-Fraser, Alan Bain

Australian Journal of Teacher Education

The study described examines the student experience in a graduate inclusive education course purposefully designed to address areas of need identified. These include the need for theory to underpin course design, the need for collaborative practice, and the need to reduce the theory-to-practice gap. Throughout their enrolment and after course completion, feedback from students is presented and examined in order to determine whether these needs have been met through the design of the course. Findings suggest that the organisation of learning materials, embedded capacity-building skills, and the practical applicability of course content was highly regarded by students and contributed to …

Go to article

Knowledge And Desires Of Parents Of Middle School Students With Intellectual Disability Regarding Inclusive Education Laws And Practices In South Korea: Qualitative Case Study, Yunji Jeong Nov 2019

Knowledge And Desires Of Parents Of Middle School Students With Intellectual Disability Regarding Inclusive Education Laws And Practices In South Korea: Qualitative Case Study, Yunji Jeong

Special Education ETDs

The purpose of this study was to examine the knowledge and desires of parents of middle school students with ID regarding inclusive education practices and laws in South Korea. I interviewed seven mothers of children with ID who attended South Korean middle school. Three themes emerged including (a) mother-teacher communication, (b) particular knowledge that suppressed further desires for inclusive education, and (c) culture-based advocacy for inclusive education. I discussed these findings based on Confucianism, collectivism, social and medical models of disability, and Rawls’s theory of justice. The mothers neither knew about inclusive education laws nor valued the laws. Instead, they …

Go to article

Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt Apr 2019

Utilizing The Universal Design For Learning Model To Improve Educational Environments In Secondary Inclusive Classrooms, Robyn A. Delahunt

CUP Ed.D. Dissertations

This purpose of this case study was to explore the potential reasons why secondary teachers are resistant to working in inclusive programs, as well as to discover barriers to inclusion so that those obstacles can be addressed and rectified by those who make meaningful, relevant, and holistic educational changes, leading to improved classroom experiences for all parties within inclusive settings. The pre-research prediction that barriers to inclusion revolve around instructional differentiation, increased responsibilities, and additional work load were correct as they relate to the teacher identified obstacles of lack of support and lack of training, with most participants agreeing that …

Go to article

New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor Jan 2019

New Approaches To Literacy Problems: Multiliteracies And Inclusive Pedagogies, Rachel J. Drewry, Wendy M. Cumming-Potvin, Dorit Maor

Australian Journal of Teacher Education

This paper is based on a qualitative study examining multiliteracies (New London Group, 1996, 2000) and inclusivity. Underpinned by a socio-cultural approach, the study examined ways to facilitate meaningful literacy learning for students experiencing challenges in print-based, classroom activities. Key to this research was an analysis of how scaffolding was used to bridge home and school communities. This paper focuses on one of the study’s students, Hannah, who exhibited extensive engagement with multiliteracies at home - driven through the Arts (e.g. graphic design, singing and music). In contrast, Hannah’s literacy experiences in the classroom were, at times, challenging and …

Go to article

Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes Mar 2018

Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes

Electronic Theses, Projects, and Dissertations

The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in …

Go to article

Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani Jan 2018

Writing Strength-Based Ieps For Students With Disabilities In Inclusive Classrooms, Brent Elder, Carrie R. Rood, Michelle L. Damiani

College of Education Departmental Research

Throughout this practitioner-oriented paper, we provide a rationale, framework, and supporting materials to promote the development and implementation of personalized, contextualized, and holistic individualized education plans (IEPs) with a strength-based orientation. We believe that adopting strength-based IEP writing practices is vital to reconstructing students with disabilities as capable contributors to their inclusive classrooms. The use of strengths-based approaches is not necessarily new, however supporting individuals’ needs in a strength-based model has been largely overlooked in special education. Despite their growing application, inclusive pedagogical approaches are largely absent in the development of strength-based IEPs for students with disabilities. IEPs remain largely …

Go to article

Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang Jan 2018

Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang

Education Faculty Articles and Research

Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive …

Go to article

The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay Jan 2018

The Promise Of Postsecondary Education For Students With Intellectual Disability, Meg Grigal, Clare Papay

All Institute for Community Inclusion Publications

It is important to consider learners with intellectual disability when seeking to serve all students equitably; so this chapter identifies the ways in which these considerations are becoming increasingly impactful.

Go to article

First Prev Next Last