Inclusion Practices with Special Needs Students: Education, Training, and Application
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Hoboken
Taylor and Francis
2014
|
| Schlagworte: | |
| Beschreibung: | Least Restrictive Environment and Inclusion: Differing Definitions Cover; Title Page; Copyright Page; Table of Contents; Introduction; Inclusion of Disabled Children and School Reform:A Historical Perspective; Special Education in America; Early American Public Schooling; The Mainstreaming Movement; The Regular Educational Initiative (REI): Bridging Regularand Special Education; The Inclusion Movement: A Continuation of the Debate Over Place; Shifts in Ideology; Influence ofNational Professional Organizations; Recent National Educational Initiatives; Contributions of the Psychologist in the Inclusion Movement; Some Critical Issues and Questions; Conclusion Inclusion and Students with Emotional/Behavioral DisordersPoint/Counterpoint; The Position Against Full Inclusion; Curriculum; Social Acceptance and Competence Issues; Mental Health Support in General Education Classrooms; Legal Considerations; The Position in Support of Full Inclusion; Closing Comments; Inclusion and Students with Mental Retardation:Theoretical Perspectives and Implications; Conceptual Issues Regarding Inclusion Terminology; Definitions of Mental Retardation; Academic Outcomes and Inclusion; Tolerance Theory and a Model ofJoint Outcome Production Do the Learning Characteristics and Needs of Studentswith MR Differ?Are New and Improved Instructional Technologies BeingEmployed?; Can Teachers Perform Better?; Can Sufficient Resources Be Infused into General Classes?; Conclusion; Social Outcomes and Inclusion; An Alternative Model of Acceptance and Severity of Disability; The Role of Contextual Group Characteristics; Conclusion; Inclusion: Welcoming, Valuing, and Supporting the Diverse Learning Needs of All Students in Shared GeneralEducation Environments; Historical Trend Toward Inclusive Education Inclusion as Part and Parcel ofEducational ReformWho are Students with ""Severe Disabilities""? Why are they Considered so Challenging to Educate?; Rationale and Data in Support of Inclusive Education; Efficacy Data: How Good Is Separate Special Education?; Federal Legislation and Case Law; Philosophical Rationale; Eight Factors for Successful Inclusive Practice: Changing Roles of Special Services Personnel; Factor 1: Visionary Leadership; Factor 2: Collaboration; Factor 3: Refocused Use ofAssessment; Factor 4: Support for Students and Staff; Factor 5: Effective Parental Involvement Factor 6: Implementation ofEffective Program ModelsFactor 7: Effective Classroom Practices; Factor 8: Funding; Implications of Inclusion for a 21st Century Democracy; Interagency Collaboration: Recurring Obstaclesand Some Possible Solutions; Obstacles to Interagency Collaboration; Informational/Skill-Set Barriers; Attitudinal Barriers; Organizational/Regulatory Barriers; Strategies for Improving Interagency Collaboration; Increasing Knowledge; Increasing Skills; Building a Commitment to Collaboration; Unanswered Questions; Discussion; Legal and Ethical Issues of Inclusion Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the sch |
| Beschreibung: | 217 pages |
| ISBN: | 9781317789406 1317789407 |
Internformat
MARC
| LEADER | 00000nmm a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV044356579 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 170620s2014 |||| o||u| ||||||eng d | ||
| 020 | |a 9781317789406 |9 978-1-317-78940-6 | ||
| 020 | |a 1317789407 |9 1-317-78940-7 | ||
| 035 | |a (ZDB-4-NLEBK)ocn867928569 | ||
| 035 | |a (OCoLC)867928569 | ||
| 035 | |a (DE-599)BVBBV044356579 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 082 | 0 | |a 371.9046 | |
| 082 | 0 | |a 371.9/046 | |
| 100 | 1 | |a Pfeiffer, Steven I. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Inclusion Practices with Special Needs Students |b Education, Training, and Application |
| 264 | 1 | |a Hoboken |b Taylor and Francis |c 2014 | |
| 300 | |a 217 pages | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 500 | |a Least Restrictive Environment and Inclusion: Differing Definitions | ||
| 500 | |a Cover; Title Page; Copyright Page; Table of Contents; Introduction; Inclusion of Disabled Children and School Reform:A Historical Perspective; Special Education in America; Early American Public Schooling; The Mainstreaming Movement; The Regular Educational Initiative (REI): Bridging Regularand Special Education; The Inclusion Movement: A Continuation of the Debate Over Place; Shifts in Ideology; Influence ofNational Professional Organizations; Recent National Educational Initiatives; Contributions of the Psychologist in the Inclusion Movement; Some Critical Issues and Questions; Conclusion | ||
| 500 | |a Inclusion and Students with Emotional/Behavioral DisordersPoint/Counterpoint; The Position Against Full Inclusion; Curriculum; Social Acceptance and Competence Issues; Mental Health Support in General Education Classrooms; Legal Considerations; The Position in Support of Full Inclusion; Closing Comments; Inclusion and Students with Mental Retardation:Theoretical Perspectives and Implications; Conceptual Issues Regarding Inclusion Terminology; Definitions of Mental Retardation; Academic Outcomes and Inclusion; Tolerance Theory and a Model ofJoint Outcome Production | ||
| 500 | |a Do the Learning Characteristics and Needs of Studentswith MR Differ?Are New and Improved Instructional Technologies BeingEmployed?; Can Teachers Perform Better?; Can Sufficient Resources Be Infused into General Classes?; Conclusion; Social Outcomes and Inclusion; An Alternative Model of Acceptance and Severity of Disability; The Role of Contextual Group Characteristics; Conclusion; Inclusion: Welcoming, Valuing, and Supporting the Diverse Learning Needs of All Students in Shared GeneralEducation Environments; Historical Trend Toward Inclusive Education | ||
| 500 | |a Inclusion as Part and Parcel ofEducational ReformWho are Students with ""Severe Disabilities""? Why are they Considered so Challenging to Educate?; Rationale and Data in Support of Inclusive Education; Efficacy Data: How Good Is Separate Special Education?; Federal Legislation and Case Law; Philosophical Rationale; Eight Factors for Successful Inclusive Practice: Changing Roles of Special Services Personnel; Factor 1: Visionary Leadership; Factor 2: Collaboration; Factor 3: Refocused Use ofAssessment; Factor 4: Support for Students and Staff; Factor 5: Effective Parental Involvement | ||
| 500 | |a Factor 6: Implementation ofEffective Program ModelsFactor 7: Effective Classroom Practices; Factor 8: Funding; Implications of Inclusion for a 21st Century Democracy; Interagency Collaboration: Recurring Obstaclesand Some Possible Solutions; Obstacles to Interagency Collaboration; Informational/Skill-Set Barriers; Attitudinal Barriers; Organizational/Regulatory Barriers; Strategies for Improving Interagency Collaboration; Increasing Knowledge; Increasing Skills; Building a Commitment to Collaboration; Unanswered Questions; Discussion; Legal and Ethical Issues of Inclusion | ||
| 500 | |a Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the sch | ||
| 650 | 4 | |a Inclusive education / United States | |
| 650 | 4 | |a Mainstreaming in education / United States | |
| 650 | 7 | |a EDUCATION / Administration / General |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Organizations & Institutions |2 bisacsh | |
| 650 | 7 | |a Inclusive education |2 fast | |
| 650 | 7 | |a Mainstreaming in education |2 fast | |
| 650 | 4 | |a Inclusive education |z United States | |
| 650 | 4 | |a Mainstreaming in education |z United States | |
| 651 | 4 | |a USA | |
| 700 | 1 | |a Reddy, Linda A. |e Sonstige |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Pfeiffer, Steven I. |t Inclusion Practices with Special Needs Students : Education, Training, and Application |d Hoboken : Taylor and Francis, ©2014 |z 9780789008435 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029759211 | ||
Datensatz im Suchindex
| _version_ | 1804177600848855040 |
|---|---|
| any_adam_object | |
| author | Pfeiffer, Steven I. |
| author_facet | Pfeiffer, Steven I. |
| author_role | aut |
| author_sort | Pfeiffer, Steven I. |
| author_variant | s i p si sip |
| building | Verbundindex |
| bvnumber | BV044356579 |
| collection | ZDB-4-NLEBK |
| ctrlnum | (ZDB-4-NLEBK)ocn867928569 (OCoLC)867928569 (DE-599)BVBBV044356579 |
| dewey-full | 371.9046 371.9/046 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9046 371.9/046 |
| dewey-search | 371.9046 371.9/046 |
| dewey-sort | 3371.9046 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05275nmm a2200517zc 4500</leader><controlfield tag="001">BV044356579</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">170620s2014 |||| o||u| ||||||eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781317789406</subfield><subfield code="9">978-1-317-78940-6</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1317789407</subfield><subfield code="9">1-317-78940-7</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)ocn867928569</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)867928569</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV044356579</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.9046</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">371.9/046</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Pfeiffer, Steven I.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Inclusion Practices with Special Needs Students</subfield><subfield code="b">Education, Training, and Application</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Hoboken</subfield><subfield code="b">Taylor and Francis</subfield><subfield code="c">2014</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">217 pages</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Least Restrictive Environment and Inclusion: Differing Definitions</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Cover; Title Page; Copyright Page; Table of Contents; Introduction; Inclusion of Disabled Children and School Reform:A Historical Perspective; Special Education in America; Early American Public Schooling; The Mainstreaming Movement; The Regular Educational Initiative (REI): Bridging Regularand Special Education; The Inclusion Movement: A Continuation of the Debate Over Place; Shifts in Ideology; Influence ofNational Professional Organizations; Recent National Educational Initiatives; Contributions of the Psychologist in the Inclusion Movement; Some Critical Issues and Questions; Conclusion</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Inclusion and Students with Emotional/Behavioral DisordersPoint/Counterpoint; The Position Against Full Inclusion; Curriculum; Social Acceptance and Competence Issues; Mental Health Support in General Education Classrooms; Legal Considerations; The Position in Support of Full Inclusion; Closing Comments; Inclusion and Students with Mental Retardation:Theoretical Perspectives and Implications; Conceptual Issues Regarding Inclusion Terminology; Definitions of Mental Retardation; Academic Outcomes and Inclusion; Tolerance Theory and a Model ofJoint Outcome Production</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Do the Learning Characteristics and Needs of Studentswith MR Differ?Are New and Improved Instructional Technologies BeingEmployed?; Can Teachers Perform Better?; Can Sufficient Resources Be Infused into General Classes?; Conclusion; Social Outcomes and Inclusion; An Alternative Model of Acceptance and Severity of Disability; The Role of Contextual Group Characteristics; Conclusion; Inclusion: Welcoming, Valuing, and Supporting the Diverse Learning Needs of All Students in Shared GeneralEducation Environments; Historical Trend Toward Inclusive Education</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Inclusion as Part and Parcel ofEducational ReformWho are Students with ""Severe Disabilities""? Why are they Considered so Challenging to Educate?; Rationale and Data in Support of Inclusive Education; Efficacy Data: How Good Is Separate Special Education?; Federal Legislation and Case Law; Philosophical Rationale; Eight Factors for Successful Inclusive Practice: Changing Roles of Special Services Personnel; Factor 1: Visionary Leadership; Factor 2: Collaboration; Factor 3: Refocused Use ofAssessment; Factor 4: Support for Students and Staff; Factor 5: Effective Parental Involvement</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Factor 6: Implementation ofEffective Program ModelsFactor 7: Effective Classroom Practices; Factor 8: Funding; Implications of Inclusion for a 21st Century Democracy; Interagency Collaboration: Recurring Obstaclesand Some Possible Solutions; Obstacles to Interagency Collaboration; Informational/Skill-Set Barriers; Attitudinal Barriers; Organizational/Regulatory Barriers; Strategies for Improving Interagency Collaboration; Increasing Knowledge; Increasing Skills; Building a Commitment to Collaboration; Unanswered Questions; Discussion; Legal and Ethical Issues of Inclusion</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the sch</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Inclusive education / United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mainstreaming in education / United States</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Administration / General</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Organizations & Institutions</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Inclusive education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Mainstreaming in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Inclusive education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mainstreaming in education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Reddy, Linda A.</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Pfeiffer, Steven I.</subfield><subfield code="t">Inclusion Practices with Special Needs Students : Education, Training, and Application</subfield><subfield code="d">Hoboken : Taylor and Francis, ©2014</subfield><subfield code="z">9780789008435</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-029759211</subfield></datafield></record></collection> |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV044356579 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:50:40Z |
| institution | BVB |
| isbn | 9781317789406 1317789407 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029759211 |
| oclc_num | 867928569 |
| open_access_boolean | |
| physical | 217 pages |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Taylor and Francis |
| record_format | marc |
| spelling | Pfeiffer, Steven I. Verfasser aut Inclusion Practices with Special Needs Students Education, Training, and Application Hoboken Taylor and Francis 2014 217 pages txt rdacontent c rdamedia cr rdacarrier Least Restrictive Environment and Inclusion: Differing Definitions Cover; Title Page; Copyright Page; Table of Contents; Introduction; Inclusion of Disabled Children and School Reform:A Historical Perspective; Special Education in America; Early American Public Schooling; The Mainstreaming Movement; The Regular Educational Initiative (REI): Bridging Regularand Special Education; The Inclusion Movement: A Continuation of the Debate Over Place; Shifts in Ideology; Influence ofNational Professional Organizations; Recent National Educational Initiatives; Contributions of the Psychologist in the Inclusion Movement; Some Critical Issues and Questions; Conclusion Inclusion and Students with Emotional/Behavioral DisordersPoint/Counterpoint; The Position Against Full Inclusion; Curriculum; Social Acceptance and Competence Issues; Mental Health Support in General Education Classrooms; Legal Considerations; The Position in Support of Full Inclusion; Closing Comments; Inclusion and Students with Mental Retardation:Theoretical Perspectives and Implications; Conceptual Issues Regarding Inclusion Terminology; Definitions of Mental Retardation; Academic Outcomes and Inclusion; Tolerance Theory and a Model ofJoint Outcome Production Do the Learning Characteristics and Needs of Studentswith MR Differ?Are New and Improved Instructional Technologies BeingEmployed?; Can Teachers Perform Better?; Can Sufficient Resources Be Infused into General Classes?; Conclusion; Social Outcomes and Inclusion; An Alternative Model of Acceptance and Severity of Disability; The Role of Contextual Group Characteristics; Conclusion; Inclusion: Welcoming, Valuing, and Supporting the Diverse Learning Needs of All Students in Shared GeneralEducation Environments; Historical Trend Toward Inclusive Education Inclusion as Part and Parcel ofEducational ReformWho are Students with ""Severe Disabilities""? Why are they Considered so Challenging to Educate?; Rationale and Data in Support of Inclusive Education; Efficacy Data: How Good Is Separate Special Education?; Federal Legislation and Case Law; Philosophical Rationale; Eight Factors for Successful Inclusive Practice: Changing Roles of Special Services Personnel; Factor 1: Visionary Leadership; Factor 2: Collaboration; Factor 3: Refocused Use ofAssessment; Factor 4: Support for Students and Staff; Factor 5: Effective Parental Involvement Factor 6: Implementation ofEffective Program ModelsFactor 7: Effective Classroom Practices; Factor 8: Funding; Implications of Inclusion for a 21st Century Democracy; Interagency Collaboration: Recurring Obstaclesand Some Possible Solutions; Obstacles to Interagency Collaboration; Informational/Skill-Set Barriers; Attitudinal Barriers; Organizational/Regulatory Barriers; Strategies for Improving Interagency Collaboration; Increasing Knowledge; Increasing Skills; Building a Commitment to Collaboration; Unanswered Questions; Discussion; Legal and Ethical Issues of Inclusion Explore the challenges, opportunities, and pitfalls of the inclusion of students with disabilities in your classroom!Exciting, complex, and challenging shifts in American education are occurring today. First, schools are moving to embrace student diversity and accommodate the classroom experience to support diverse ways of organizing students for learning. Second, teachers are moving away from a traditional didactic instructional mode and embracing a facilitator role that encourages creating innovative classroom learning opportunities. Third, there is a shift from the view of the sch Inclusive education / United States Mainstreaming in education / United States EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Inclusive education fast Mainstreaming in education fast Inclusive education United States Mainstreaming in education United States USA Reddy, Linda A. Sonstige oth Erscheint auch als Druck-Ausgabe Pfeiffer, Steven I. Inclusion Practices with Special Needs Students : Education, Training, and Application Hoboken : Taylor and Francis, ©2014 9780789008435 |
| spellingShingle | Pfeiffer, Steven I. Inclusion Practices with Special Needs Students Education, Training, and Application Inclusive education / United States Mainstreaming in education / United States EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Inclusive education fast Mainstreaming in education fast Inclusive education United States Mainstreaming in education United States |
| title | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_auth | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_exact_search | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_full | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_fullStr | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_full_unstemmed | Inclusion Practices with Special Needs Students Education, Training, and Application |
| title_short | Inclusion Practices with Special Needs Students |
| title_sort | inclusion practices with special needs students education training and application |
| title_sub | Education, Training, and Application |
| topic | Inclusive education / United States Mainstreaming in education / United States EDUCATION / Administration / General bisacsh EDUCATION / Organizations & Institutions bisacsh Inclusive education fast Mainstreaming in education fast Inclusive education United States Mainstreaming in education United States |
| topic_facet | Inclusive education / United States Mainstreaming in education / United States EDUCATION / Administration / General EDUCATION / Organizations & Institutions Inclusive education Mainstreaming in education Inclusive education United States Mainstreaming in education United States USA |
| work_keys_str_mv | AT pfeiffersteveni inclusionpracticeswithspecialneedsstudentseducationtrainingandapplication AT reddylindaa inclusionpracticeswithspecialneedsstudentseducationtrainingandapplication |