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ERIC Number: EJ1013701
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0003-1003
Guiding Principles for Including High School Students with Intellectual Disabilities in General Education Classes
Doyle, Mary Beth; Giangreco, Michael
American Secondary Education, v42 n1 p57-72 Fall 2013
This article provides teachers and administrators with a description of foundational principles and curricular approaches to create meaningful educational experiences for secondary students with intellectual disabilities in inclusive general education classes. The four principles provide: (a) the least dangerous assumption, (b) partial participation, (c) blending academic and functional curricula, and (d) curricular fairness. They provide school personnel with a conceptual framework to guide practice. The curricular approaches of: (a) multi-level curriculum and instruction, and (b) curriculum overlapping provide practical ways to implement varied and individualized learning outcomes within shared classroom activities. When school personnel understand and apply these principles and approaches, they can provide the foundation for creating more inclusive high school experiences for all students.
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Postsecondary Education
Audience: Administrators; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A