The Impact of Federal Public Policy on Curriculum and Instruction for Students With Disabilities in the General Classroom

Hardman, Michael; Dawson, Shirley

doi:10.3200/psfl.52.2.5-11

Cited by 47 publications

(47 citation statements)

References 9 publications

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“…Cette option politique et la loi qui la sous-tend 1 reconnaissent comme un droit de l'enfant ayant des besoins particuliers d'être scolarisé dans l'école de sa communauté de domicile. Avec cette réforme, c'est la capacité de l'école à intégrer ces élèves (Bless et Kronig, 1999) qui est interrogée, et non l'efficacité de l'inclusion scolaire (Fisher et Meyer, 2002;Freeman et Alkin, 2000;Hardman et Dawson, 2008;Mitchell, 2008;Saint-Laurent et al, 1998).…”

Section: Contexteunclassified

Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire

Bonvin

2012

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L’objectif de cet article est de présenter un modèle conceptuel qui puisse présider au développement d’un projet de recherche visant l’évaluation des prestations de renfort pédagogique dispensées aux enfants ayant des besoins particuliers dans le canton de Vaud (Suisse). Dans le contexte d’une réforme à visée inclusive, un modèle de services basé sur les principes du coenseignement et de la collaboration entre enseignantes et enseignants réguliers et spécialisés a été mis en oeuvre. Dans ce contexte, l’évaluation vise en premier lieu la description des formes de prestations, des caractéristiques de la population des enseignants prestataires et de la population d’enfants auxquels s’adressent ces mesures. Dans un deuxième temps, il s’agit de mettre en relation ces variables descriptives avec la réussite de l’expérience d’inclusion. Un modèle conceptuel est présenté qui pourrait répondre aux contraintes du mandat d’évaluation ainsi qu’à l’état actuel de la littérature sur les questions du coenseignement.

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Section: Contexteunclassified

Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire

Bonvin

2012

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“…By the late 1980s, all states adopted the federal special education policy, which focused on access to ensure students with disabilities received the appropriate services. By the 1990s, the crux of special education programs transitioned from access to outcomes (ltkonen, 2007) as the focus centered on content and performance standards and increased school accountability (Hardman & Dawson, 2008).…”

Section: Trends In Placementmentioning

confidence: 99%

Are school administrators and teachers' attitudes toward inclusion influence by the change process?

Goley¹

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DEDICATIONThroughout life, regardless of our experiences and endeavors, we must persevere and realize that we hold the key to our existence and expectations. This dissertation is dedicated to eight individuals who have taught me far more about life through their eyes and words -London, Noah, Aaron, Geordan, Jase, Gage, Gavin, and Grayson. It is my hope this illustrates that little is impossible if you endure and remain steadfast in your hopes, dreams, and aspirations. successful. This research contributes to the education field by highlighting the necessity for both teacher preparation programs and school districts to infuse their programs with training on topics of special education, particularly on the inclusive teaching practices for students with disabilities. The results also point out the importance of attention to all parts of the change process when any innovation is introduced in educational settings. III ACKNOWLEDGMENTSVll

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“…The assessments have shown, in part, whether or not a school is successfully educating its students, including students with disabilities. The ultimate goal of all high stakes testing is to raise academic standards for all students (Hardman & Dawson, 2008;Perner, 2007;Roach, et aI., 2005;Wakeman et aI., 2007).…”

Section: Assessmentsmentioning

confidence: 99%

“…One challenging question presently being considered was whether or not the system of assessment based accountability is actually improving education (Hardman & Dawson, 2008;Linn, 2000;Quenemoen, et aI., 2001).…”

Section: Assessmentsmentioning

confidence: 99%

“…For example, the Education for All Handicapped Children Act in 1975, better known as P. L. 94-142, was primarily responsible for granting access to free, appropriate public education for individuals with disabilities (Hardman & Dawson, 2008). This hallmark legislation has evolved through the years, bringing new and sometimes controversial mandates to education including: inclusion, accommodations, testing, and accountability to all students--even those students who are the most severely cognitively challenged.…”

Section: Introductionmentioning

confidence: 99%

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Acquisition of mathematical vocabulary using constant time delay with individuals with moderate and severe disabilities.

Morrison¹

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The Impact of Federal Public Policy on Curriculum and Instruction for Students With Disabilities in the General Classroom

Cited by 47 publications

References 9 publications

Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire

Développement d’un modèle d’évaluation d’un dispositif de soutien à l’inclusion scolaire

Are school administrators and teachers' attitudes toward inclusion influence by the change process?

Acquisition of mathematical vocabulary using constant time delay with individuals with moderate and severe disabilities.

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