Making FAPE Appropriate Now for Students with Learning Disabilities

Autor/inn/en	Scanlon, David; Calhoon, Mary Beth; Berkeley, Sheri
Titel	Making FAPE Appropriate Now for Students with Learning Disabilities
Quelle	In: Learning Disabilities Research & Practice, 36 (2021) 4, S.287-294 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scanlon, David) ORCID (Calhoon, Mary Beth) ORCID (Berkeley, Sheri)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12262
Schlagwörter	Special Education; Students with Disabilities; Access to Education; Learning Disabilities; Inclusion; Academic Achievement; Public Education; General Education; Individualized Instruction + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Learning handicap; Lernbehinderung; Inklusion; Schulleistung; Öffentliche Erziehung; Allgemein bildendes Schulwesen; Allgemeinbildung; Individualisierender Unterricht
Abstract	Since its inception, a premise of special education has been to provide students with disabilities with an appropriate education. The interpretation of "appropriate" has evolved across eras of special education. For students with learning disabilities, emphases on inclusion and high-stakes achievement have eroded the intention of FAPE. It is time for a re-envisioning of FAPE. A new vision should not presume the same outcomes for all. Restoring goals and individualized curriculum "informed by" the general education curriculum instead of exclusively focused "in the general education curriculum" is the way forward. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01