Inclusive Education for Students with Severe Disabilities

Remedial and Special Education - Tập 18 Số 3 - Trang 133-142 - 1997
June E. Downing1, Joanne Eichinger2, Lllly J Williams3
1June E. Downing, PhD, is an assistant professor in the Department of Special Education at California State University, Northridge, with an area of emphasis in the education of students who have severe and multiple disabilities. She is very much involved in personnel preparation and has research interests in the areas of inclusive educational practices, effective instruction, and the development of effective social-communication skills.
2Joanne Eichinger, PhD, is an associate professor in the Department of Curriculum and Instruction at the State University of New York at Oswego. She is interested in researching promising practices for students in inclusive settings and changing attitudes toward students with disabilities.
3Lilly J. Williams is a doctoral candidate in the Department of Special Education and Rehabilitation at the University of Arizona. Her research interests focus on inclusive educational practices for students with severe and multiple disabilities. Address: June E. Downing, Department of Special Education, California State University, Northridge, 181 11 Nordhoff St., Northridge, CA 91330-8265.

Tóm tắt

Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.

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Thông tin xuất bản

Remedial and Special Education

Tập 18 Số 3

133-142

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