Promoting Inclusion in Secondary Classrooms

By Margo Mastropieri, T. Scruggs. 2001

196 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/31f4727e017385c67db6f2d47fdb9d04240554f8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Carter
2. M. Wehmeyer
3. Susan B. Palmer
4. T. Little
5. Lynn G. Sisco
6. J. Soukup
7. J. Kurth
8. Yun-Ching Chung

In Safety Research

1. E. Carter
2. M. Wehmeyer
3. Susan B. Palmer
4. J. Kurth
5. T. Little
6. Suk-Hyang Lee
7. J. Soukup
8. Lynn G. Sisco

Citations in the corpus

• The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “Further extension of teacher coaching with performance feedback research to increase BSPS is warranted to investigate the effectiveness for supporting inclusion teachers at the high school level (Colvin, 2004; Mastropieri & Scruggs, 2001).”
• Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting (2010, background): “This suggests that as students enter higher grades with increasingly abstract curricula (Mastropieri & Scruggs, 2001), more adaptations are provided to students to enable access to and participation in the curriculum.”
• Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Relative to elementary classrooms, high school classrooms are characterized by increased academic complexity, faster instructional pacing, lecture-dominated instructional arrangements, heightened teacher demands, and greater expectations for student independence (e.g., Mastropieri & Scruggs, 2001).”
• Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities (2011, background): “…evident in high schools, which reflects a period during which the dynamics of adolescent peer relationships and the nature of instructional delivery diverge considerably from what students encountered in elementary and middle school (Mastropieri & Scruggs, 2001; Rubin, Bukowski, & Laursen, 2009).”
• "Less Afraid to Have "Them" in My Classroom": Understanding Pre-Service General Educators' Perceptions about Inclusion. (2011, background): “Over the last decade, researchers have noted the continued trend toward educating SWDs in general education settings and underscored the need for all teachers to be prepared to work with all learners (Kavale & Forness, 2000; Mastropieri & Scruggs, 2001).”
• Self-Determination and Access to the General Education Curriculum (2008, background): “That is, the middle and high school curriculum places an increased emphasis on academic achievement (Deshler et al., 2001; Mastropieri & Scruggs, 2001), which may be perceived by teachers as competing with the transition requirements.”
• The Four “Knows” of Collaborative Teaching (2004, background): “There is a critical shortage of research into the inclusion of students with disabilities at the secondary level (Mastropieri & Scruggs, 2001).”
• Making Inclusion Work in General Education Classrooms (2012, background): “Educating students with disabilities in the general education classroom promises participation in the general curriculum which is a mandate of the IDEA (Mastropieri & Scruggs, 2001).”
• Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education (2013, background): “Secondary education teachers have been described as less positive towards inclusive education than teachers of younger children (Mastropieri & Scruggs, 2001; Ross-Hill, 2009).”