Literaturnachweis - Detailanzeige
| Autor/in | Sundeen, Todd H. |
|---|---|
| Titel | Preparing for Increasing Inclusion in Rural Schools: A University and Rural Educational Service Agency Collaboration |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 4, S.227-241 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sundeen, Todd H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705221132557 |
| Schlagwörter | Rural Schools; Students with Disabilities; College School Cooperation; School Districts; Public Agencies; Educational Improvement; Technical Assistance; Access to Education; Special Education; Special Education Teachers; General Education; Teacher Attitudes; Educational Administration; Principals; Administrator Attitudes; Elementary Secondary Education; Educational Legislation; Equal Education; Federal Legislation; Teacher Collaboration; Communities of Practice; Accountability Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School district; Schulbezirk; Öffentliche Einrichtung; Teaching improvement; Unterrichtsentwicklung; Technische Hilfe; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten; Bildungsverwaltung; Schuladministration; Schulverwaltung; Principal; Schulleiter; Bildungsrecht; Schulgesetz; Bundesrecht; Lehrerkooperation; Community; Verantwortung |
| Abstract | Inclusion rates for students with disabilities in general education settings have increased nationwide. To further extend this progress, schools, districts, and educational service agencies in rural areas have sought ways to improve their own inclusion metrics. This article describes a technical assistance arrangement that was initiated between a rural educational service agency and a local university. In this article, we provide details of the collaboration and the steps that were implemented to successfully improve inclusion rates and access to the general education curriculum for students with disabilities. Detailed descriptions of the two major project stages are provided. Summaries of data collected from special educator and general educator surveys are included. Additionally, this article discusses educator training delivered, collaboration opportunities provided, and administrative supports incorporated into efforts to increase inclusion in a meaningful way for students in five target schools. A summary of what worked and what still needs improvement is also provided. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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