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Edgar Allan Poe/Sullivan's Island Library
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West Ashley Library
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Wando Mount Pleasant Library
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Village Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Rights, Wrongs, and Remedies for Inclusive Education for Students with Significant Support Needs: Professional Development, Research, and Policy Reform
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- Author(s): Turnbull, Ann; Turnbull, Rud
- Language:
English- Source:
Research and Practice for Persons with Severe Disabilities. Mar 2020 45(1):56-62.- Publication Date:
2020- Document Type:
Journal Articles
Opinion Papers - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 7
- Subject Terms: Inclusion; Students with Disabilities; Severe Disabilities; Barriers; Student Rights; Civil Rights; Professional Development; Research; Information Dissemination; Policy Formation; Accountability; Student Placement; Evidence Based Practice; Program Implementation; Disabilities; Educational Legislation; Federal Legislation; Equal Education
- Subject Terms:
- Accession Number: 10.1177/1540796919896097
- ISSN: 1540-7969
- Abstract: The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout the country. We focus on rights, wrongs, and remedies regarding three key issues: (a) strengthening professional development, (b) conducting and disseminating research on inclusive practices, and (c) reforming policy for stronger implementation and accountability. [For "Why Aren't Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations among Classroom Placement, Learner Outcomes, and Other Factors," by Agran et al., see EJ1246688.]
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1246697
- Availability:
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