Effective inclusion strategies for students with mild to moderate cognitive disabilities
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Louthan, Shelley. 2016. Effective inclusion strategies for students with mild to moderate cognitive disabilities. --In Proceedings: 12th Annual Symposium on Graduate Research and Scholarly Projects. Wichita, KS: Wichita State University, p. 71
Federal mandate requires that students with disabilities be educated in their least restrictive environment. Researchers have concluded that these students do just as well or better in inclusive settings compared to those that are in self-contained or resource rooms. Appropriate inclusive instruction and practices can enhance learning of students with mild to moderate intellectual disabilities. The benefits of inclusive environments can be endless, but the main push for this type of education is to provide a wide range of students with a variety of academic, social, and behavioral abilities. To best educate students with disabilities, teachers need strategies to effectually engage, teach, and provide accommodations inside of the least restrictive environment. This research is being conducted to determine effective strategies that are utilized in inclusive classrooms. The results reveal that with the implementation of the purposed strategies, students with disabilities can be successful in the general education classroom.
Presented to the 12th Annual Symposium on Graduate Research and Scholarly Projects (GRASP) held at the Heskett Center, Wichita State University, April 29, 2016.
Research completed at Department of Special Education: Functional, College of Education