Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms

Autor/inn/en	Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara
Titel	Preliminary Lessons about Supporting Participation and Learning in Inclusive Classrooms
Quelle	In: Research and Practice for Persons with Severe Disabilities, 40 (2015) 3, S.192-210 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796915594158
Schlagwörter	Observation; Inclusion; Regular and Special Education Relationship; School Policy; Educational Practices; Student Needs; Student Participation; Teacher Role; Grouping (Instructional Purposes); Peer Teaching; Access to Education; Core Curriculum; Equal Education; Intervention; Behavior Modification; Academic Accommodations (Disabilities); Elementary Schools; Middle Schools; Likert Scales; Classroom Techniques; Interpersonal Relationship; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Beobachtung; Inklusion; Schulpolitik; Bildungspraxis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Grouping; Gruppenbildung; Peer group teaching; Peer Group Teaching; Education; Access; Bildung; Zugang; Bildungszugang; Kerncurriculum; Behaviour modification; Verhaltensänderung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Likert-Skala; Klassenführung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of structural methods supporting inclusion, as well as insights into instructional strategies and approaches used to support inclusive practices. Supports for participation were observed in several domains: (a) instructional staffing arrangements and roles, (b) methods of instructional groupings, (c) peer-supported learning, and (d) access to core academic curriculum. Supports for learning were also observed, including (a) universal design for learning, (b) behavioral interventions, and (c) accommodations and modifications. The results are discussed in relation to implementation of essential components of inclusive classrooms and the issues the field is facing with regard to effective practices leading to student learning and inclusion within classrooms and throughout schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01