دورية أكاديمية
Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do
| العنوان: | Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do |
|---|---|
| المؤلفون: | Hamilton-Jones, Bethany, Moore, Adam |
| المصدر: | Education Faculty Publications |
| بيانات النشر: | DOCS@RWU |
| سنة النشر: | 2013 |
| المجموعة: | Roger Williams University: DOCS@RWU |
| مصطلحات موضوعية: | inclusion, education |
| الوقت: | 21st century |
| الوصف: | What is inclusion? Most 21st century teachers have heard the term inclusion in relation to school settings, but ambiguity still exists when determining a common definition (Friend & Bursuck, 2012). For some education professionals, inclusion means students with disabilities are permitted access to general education classrooms that best match their academic or behavioral strengths. For example, because Juan—a student with an emotional behavioral disorder—enjoys drawing and acts appropriately during art, he participates with the 4th-grade class instead of his special education class. Another teacher's experience with inclusion may be a student with cerebral palsy who works with a one-on-one paraprofessional throughout the day at the back of the general education classroom. |
| نوع الوثيقة: | text |
| اللغة: | unknown |
| العلاقة: | https://docs.rwu.edu/sed_fp/43Test; https://doi.org/10.1080/00228958.2013.845503Test |
| DOI: | 10.1080/00228958.2013.845503 |
| الإتاحة: | https://doi.org/10.1080/00228958.2013.845503Test https://docs.rwu.edu/sed_fp/43Test |
| رقم الانضمام: | edsbas.E07979E3 |
| قاعدة البيانات: | BASE |
| DOI: | 10.1080/00228958.2013.845503 |
|---|