Where Students With the Most Significant Cognitive Disabilities Are Taught Implications for General Curriculum Access
作者： Harold Kleinert , Elizabeth Towles-Reeves , Rachel Quenemoen , Martha Thurlow , Lauren Fluegge
关键词:
摘要: Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on achievement standards in 2010–2011 school year had access regular education settings that correlated with expressive communication, use of augmentative or alternative communication (AAC) system, reading math skill levels. The vast majority (93%) were served self-contained classrooms, separate schools, home settings, whereas only 7% resource room placements. There was a significant, positive correlation between levels increasingly inclusive classroom negative AAC more settings. Implications these findings are discussed.
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