期刊名称：Physical Disabilities: Education and Related Services
印刷版ISSN：2372-451X
出版年度：2018
卷号：37
期号：2
页码：1-12
DOI：10.14434/pders.v37i2.24881
语种：English
出版社：Division for Physical, Health and Multiple Disabilities
其他摘要：Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.
关键词：inclusion; severe disabilities; multiple disabilities
