Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities

被引：33
作者：
Ruppar, Andrea L. [1 ]
Allcock, Heather [2 ]
Gonsier-Gerdin, Jean [3 ]
机构：
[1] Univ Wisconsin Madison, Madison, WI USA
[2] Providence Coll, Providence, RI 02918 USA
[3] Calif State Univ Sacramento, Sacramento, CA 95819 USA
来源：
REMEDIAL AND SPECIAL EDUCATION | 2017年 / 38卷 / 01期
关键词：
inclusion; significant disabilities; general curriculum content; decision-making; SIGNIFICANT COGNITIVE DISABILITIES; INCLUSIVE EDUCATION; SPECTRUM DISORDERS; CURRICULUM; TEACHERS; IMPACT; INSTRUCTION; PLACEMENT; FRAMEWORK; LITERACY;
D O I：
10.1177/0741932516646856
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
In this review, we applied Bronfenbrenner's ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.
引用
收藏
页码：53 / 63
页数：11
相关论文
共 67 条
  • [1] Agran M, 2002, EDUC TRAIN MENT RET, V37, P123
  • [2] [Anonymous], READINGS DEV CHILDRE
  • [3] Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice
    Brock, Matthew E.
    Carter, Erik W.
    [J]. JOURNAL OF SPECIAL EDUCATION, 2015, 49 (01) : 39 - 51
  • [4] TOWARD AN EXPERIMENTAL ECOLOGY OF HUMAN-DEVELOPMENT
    BRONFENBRENNER, U
    [J]. AMERICAN PSYCHOLOGIST, 1977, 32 (07) : 513 - 531
  • [5] Brown L., 1976, HEY DONT FORGET ME, P2
  • [6] Brownell M., 1999, Teacher Education and Special Education, V22, P154, DOI DOI 10.1177/088840649902200303
  • [7] An examination of teacher-student interactions in inclusive classrooms: teacher interviews and classroom observations
    Cameron, David Lansing
    [J]. JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS, 2014, 14 (04): : 264 - 273
  • [8] EMERGING THEMES IN THE FUNCTIONAL-ANALYSIS OF PROBLEM BEHAVIOR
    CARR, EG
    [J]. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1994, 27 (02) : 393 - 399
  • [9] Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms
    Carter, Erik W.
    Sisco, Lynn G.
    Melekoglu, Macid A.
    Kurkowski, Colleen
    [J]. RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES, 2007, 32 (04): : 213 - 227
  • [10] Efficacy and Social Validity of Peer Support Arrangements for Adolescents With Disabilities
    Carter, Erik W.
    Moss, Colleen K.
    Hoffman, Alicia
    Chung, Yun-Ching
    Sisco, Lynn
    [J]. EXCEPTIONAL CHILDREN, 2011, 78 (01) : 107 - 125
1234567