Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators

Autor/inn/en	Carter, Erik W.; Hughes, Carolyn
Titel	Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators
Quelle	In: Research and Practice for Persons with Severe Disabilities (RPSD), 31 (2006) 2, S.174-185 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	General Education; Disabilities; Special Education Teachers; Attitudes toward Disabilities; Inclusive Schools; Regular and Special Education Relationship; Mainstreaming; High School Students; Teacher Attitudes; Administrator Attitudes; Paraprofessional School Personnel; Severe Disabilities; Attitude Measures; Interpersonal Competence + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Severe disability; Schwerbehinderung; Interpersonale Kompetenz
Abstract	Increasing the participation of youth with severe disabilities in general education has remained a consistent and prominent focus of legislative, policy, and research initiatives. We examined the perceptions of high school staff regarding the goals, barriers, benefits, outcomes, and supports associated with including adolescents with severe disabilities in general education classes. We found that general and special educators, paraprofessionals, and administrators both converged and diverged in their evaluations of different aspects of general education participation. Despite broad agreement regarding the benefits of and instructional priorities in general education classrooms, stakeholders differed significantly in their perceptions of barriers associated with including students with disabilities in general education classes at their high schools. (Contains 5 tables.) (Author).
Anmerkungen	TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site: http://www.tash.org/publications/rpsd/rpsd.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10