Meaningful Connections: Making Inclusion Work

Autor/in	Draper, Ellary A.
Titel	Meaningful Connections: Making Inclusion Work
Quelle	In: General Music Today, 32 (2019) 2, S.24-26 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-3713
DOI	10.1177/1048371318809969
Schlagwörter	Music Education; Disabilities; Inclusion; Teacher Collaboration; Educational Legislation; Federal Legislation; Equal Education; Special Education; Music Teachers; Barriers; Educational Benefits + Suchen Sie Ihr Suchwort? Musikerziehung; Handicap; Behinderung; Inklusion; Lehrerkooperation; Bildungsrecht; Schulgesetz; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Music; Teacher; Teachers; Musiklehrer; Bildungsertrag
Abstract	For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01