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dc.contributor.author Refice, Angela
dc.date.accessioned 2006-07-27T19:07:35Z
dc.date.available 2006-07-27T19:07:35Z
dc.date.issued 2006-01
dc.identifier.citation Refice, A. (2006). Inclusion in the classroom: Finding what works for general education teachers. Law and Disorder, 1, 25-31. en
dc.identifier.uri http://hdl.handle.net/2022/196
dc.description Thank you to Jeanne Sept, Dean of Faculties,and Dean Geraldo Gonzalez and Sarah Baumgart at the School of Education, Indiana University. en
dc.description.abstract The Individuals with Disabilities Education Act (IDEA) enabled students with disabilities to be included in a general education classroom. A students can be part of a full inclusion classroom where a general education teacher teaches the students with and without disabilities for the entire day. Exceptional students are also immersed in partial inclusion classrooms where the students spends part of the day in the general education classroom and the other part of the working with a special education teacher outside of the general education classroom. In a partial inclusion classroom, general and special education teachers will work together to find a method of instruction that will benefit these special students. This article identifies the advantages and disadvantages of inclusion, the laws that govern it, and how general educators can integrate different methods of teaching into their classroom to maximize its success. The writer argues that both forms of inclusion have their benefits, but partial inculsion is the ideal method for students with disabilities. en
dc.description.sponsorship Dean of Faculties and School of Education, Indiana University en
dc.format.extent 420962 bytes
dc.format.mimetype application/pdf
dc.language.iso en
dc.publisher Theresa Ochoa, School of Education, Indiana University en
dc.rights This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.5/ or send a letter to Creative Commons, 543 Howard Street, 5th Floor, San Francisco, California, 94105, USA. en
dc.subject special education en
dc.subject inclusion en
dc.title Inclusion in the Classroom: Finding What Works for General Education Teachers en
dc.type Article en


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