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ERIC Number: ED531409
Record Type: Non-Journal
Publication Date: 2012-Apr-13
Pages: 6
Abstractor: As Provided
Reference Count: 14
A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by Middle School Math and Science Teachers for Included Students with Autism
Moores-Abdool, Whitney
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Vancouver, British Columbia, Canada, Apr 13-17, 2012)
General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A