Public Integration of Students with Handicaps: Where It's Been, Where It's Going, and How It's Getting There

Gent, Pamela J.; Mulhauser, Mary Beth

doi:10.1177/154079698801300309

Cited by 8 publications

(3 citation statements)

References 33 publications

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“…However, legislation by itself does not guarantee that the practices the legislation was designed to encourage will be implemented in daily life (Gent & Mulhauser, 1993;Satcher & Hendren, 1993). For their implementation, such legislation as Israel's Equal Rights for Persons With Disabilities Law and the United States' ADA require the compliance and cooperation of many people.…”

mentioning

confidence: 99%

Attitudes Toward Israel's Equal Rights for People With Disabilities Law: A Multiperspective Approach.

Vilchinsky¹,

Findler²

2004

Rehabilitation Psychology

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DRASI) was designed. Results: Factor analysis yielded 4 defined factors. The most positive attitudes were found for the factor of punishment, followed by accessibility, governmental support, and, finally, employment. The most positive attitudes were expressed by the social workers and the teachers, followed by the employers, the architects, and the lawyers. Conclusions: Findings shed light on the important role of professional identity in shaping the attitudes toward disability rights. Results may contribute to the development of appropriate rehabilitation and support services.

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confidence: 99%

Attitudes Toward Israel's Equal Rights for People With Disabilities Law: A Multiperspective Approach.

Vilchinsky¹,

Findler²

2004

Rehabilitation Psychology

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“…Since the passing of IDEA, educators as a whole have had to adjust not only their perception of students with disabilities but their day to day classroom management procedures. Taking students with disabilities from special education classrooms and including them in general education classrooms requires adaptation on the part of the teachers and staff and may involve a reform of special education services (Gent & Mulhauser, 1988;Stainback, Stainback, & Forest, 1989). There has been an increase in momentum of inclusive education in recent years.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Agriculture Teachers toward Including Students with Disabilities

Giffing¹,

Warnick²,

Tarpley³

et al. 2010

JAE

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students with special needs in their classrooms and laboratories. Selected personal and professional characteristics were correlated with these attitudes and perceptions. A large majority of teachers responded that they understand the concept of inclusion, are in favor of including students with disabilities, and have had a positive experience teaching students with special needs. However, fewer respondents indicated that they had the skill level to iv successfully include students with disabilities. Overall, while teachers indicated willingness to include the students with most of the specific types of disabilities, they were less positive in their perceived abilities to successfully accommodate students with some specific categories of special needs.

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“…The trends that followed the functional curriculum movement continued to build on the philosophy of normalization, with advocacy for students with disabilities to receive inclusive school programs as a civil right (Board of Education v. Holland, 1992;Brown v. Board of Education, 1954;Gent & Mulhauser, 1988;Lipsky & Gartner, 1989;Meyer, 1994). Educators also were influenced by the work of Vygotsky (1978) and other sociocultural theorists who emphasized relationships as key to how children become competent members of human communities (e.g., Barker, 1968).…”

Section: Social Inclusion Philosophymentioning

confidence: 99%

A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators

Browder

Spooner

Ahlgrim‐Delzell

et al. 2003

Research and Practice for Persons with Severe Disabilities

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Both the Individuals with Disabilities Education Act 1997 and the No Child Left Behind Act (2002) require the provision of an alternate assessment for students who cannot participate in state or district assessments with accommodations. Most states have defined performance indicators for these alternate assessments linked to their state standards. In this article, we consider five curricular philosophies (i.e., developmental, functional, social inclusion, self-determination, and academic) for students with severe disabilities and analyze how they are reflected in the performance indicators of states selected from an earlier study on curricular alignment. Overall, these states reflected a blend of academic and functional philosophies in defining reading and math performance indicators with few examples of social inclusion, self-determination, or developmental philosophies. The predominance of an academic philosophy was especially evident in states that experts and stakeholders identified as having performance indicators with clear links to language arts and math. These findings are discussed with recommendations for how to teach skills linked to state standards to students with severe disabilities.

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Public Integration of Students with Handicaps: Where It's Been, Where It's Going, and How It's Getting There

Cited by 8 publications

References 33 publications

Attitudes Toward Israel's Equal Rights for People With Disabilities Law: A Multiperspective Approach.

Attitudes Toward Israel's Equal Rights for People With Disabilities Law: A Multiperspective Approach.

Perceptions of Agriculture Teachers toward Including Students with Disabilities

A Content Analysis of the Curricular Philosophies Reflected in States' Alternate Assessment Performance Indicators

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