Policy and the Impact on Placement, Involvement, and Progress in General Education: Critical Issues That Require Rectification

Autor/inn/en	Ryndak, Diane Lea; Taub, Debbie; Jorgensen, Cheryl M.; Gonsier-Gerdin, Jean; Arndt, Katrina; Sauer, Janet; Ruppar, Andrea L.; Morningstar, Mary E.; Allcock, Heather
Titel	Policy and the Impact on Placement, Involvement, and Progress in General Education: Critical Issues That Require Rectification
Quelle	In: Research and Practice for Persons with Severe Disabilities, 39 (2014) 1, S.65-74 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796914533942
Schlagwörter	Disabilities; General Education; Inclusion; Educational Policy; Student Participation; Access to Education; Student Placement; Alternative Assessment; Federal Legislation; Educational Legislation; Academic Achievement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Inklusion; Politics of education; Bildungspolitik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Schülerpraktikum; Bundesrecht; Bildungsrecht; Schulgesetz; Schulleistung
Abstract	Students with significant disabilities continue to be among the most segregated in schools. In this article, we argue that the principles of least restrictive environment and involvement and progress in the general curriculum have been interpreted in ways that perpetuate segregation, rather than increasing students' access to meaningful curriculum in inclusive educational contexts. We examine this issue from three broad perspectives: federal policy related to least restrictive environment, interpretations of policies related to involvement and progress in the general curriculum, and the implementation of policies related to assessment of grade-level standards. We discuss implications of each of these issues for providing and increasing involvement and progress in general education contexts and content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10