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ERIC Number: EJ1246689
Record Type: Journal
Publication Date: 2020-Mar
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1540-7969
Students with the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion
Kleinert, Harold L.
Research and Practice for Persons with Severe Disabilities, v45 n1 p34-38 Mar 2020
In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues. [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.]
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A