NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ559064
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-1066-5684
Drawing Distinctions between Coherent and Fragmented Efforts at Building Inclusive Schools.
Davern, Linda; Sapon-Shevin, Mara; D'Aquanni, Michaela; Fisher, Mary; Larson, Mark; Black, James; Minondo, Stacey
Equity & Excellence in Education, v30 n3 p31-39 Dec 1997
Highlights scenarios showing the importance of school districts making clear distinctions between comprehensive and coherent practices in building inclusive schools, rather than simply adding students with disabilities without knowing how the organization of schooling needs to change. Presents recommendations for building successful inclusive schools, revealing a need for a system-wide approach and staff and teacher preparation. (GR)
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A