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ERIC Number: EJ991531
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1710-2146
Inclusion Means More than Just Being "in:" Planning Full Participation of Students with Intellectual and Other Developmental Disabilities in the General Education Classroom
Jorgensen, Cheryl M.; Lambert, Laurie
International Journal of Whole Schooling, v8 n2 p21-36 2012
When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without access to the general education curriculum. This paper describes the routines-based instructional planning process of The Beyond Access Model that promotes students' full membership, participation, and learning of the general education curriculum in the general education classroom. The process is grounded in high expectations for all students and provides step by step guidance to their educational teams. Limitations of the research on the Model are presented with suggestions for future study. (Contains 2 figures and 1 footnote.)
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A