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Figuring Out What To Do with the Grownups: How teachers make inclusion work for students with disabilities

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This article describes details of inclusion of students with severe disabilities using an extended example of one high school drama class. Based on research conducted in eight schools by a team of four researchers, the article describes three inclusion outcomes for both disabled and non disabled students (curriculum infusion, social inclusion and learning inclusion). It then describes how the drama teacher and the special education teacher provided teaching support, prosthetic support, and interpretive support to one disabled student by developing both collaborative and consultative relationships with each other. Keywords: Education, School age

Author
Ferguson, Dianne et al
Source
JASH Volume 17 Number 4
Publisher
TASH
Publication Date
1 January 1992
Category
Professionals
Keywords
Education, School age
Origin
United States

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