An increasing amount of research attention is being directed toward the educational experiences of students with profound and multiple disabilities. One technique that has allowed a better understanding of alertness and involvement in members of this population is behaviour state assessment. In this study, eight matched pairs of school-aged students with profound and multiple disabilities where observed for one full day in either a segregated classroom or an inclusive classroom in Australian schools. The behaviour of the children was recorded. It was observed that children in the general classrooms were involved in higher levels of communicative interaction than their peers in a segregated classroom.
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Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: An Australian perspective.
Phil Foreman, Michael Arthur-Kelly, and Sue Pascoe
Research and Practice for Persons with Severe Disabilities, 29(3), 183-193.
26 May 2005
Integration, Inclusion, School age, Education