Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities?
By J. Downing, Kathryn D. Peckham-Hardin. 2007
166 citations recorded by the source corpus.
Subfields: Clinical Psychology, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/55ca5433372292a9b8f91dd82ae76f44ca2b1f05
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Education
- Vito Loiacono
- Valerie Valenti
- Turki Alquraini
- J. Kurth
- Stephanie Z. C. Macfarland
- Dianne M. Gut
- Alison L. Zagona
In Safety Research
- Vito Loiacono
- Valerie Valenti
- Turki Alquraini
- J. Kurth
- Stephanie Z. C. Macfarland
- Dianne M. Gut
- Alison L. Zagona
Citations in the corpus
- Teachers’ Views of Their Preparation for Inclusive Education and Collaboration (2017, background): “Inclusive education provides students with disabilities the opportunity to learn alongside typically developing peers in the general education classroom, with the needed supports from team members who collaborate to plan for the student (Downing & Peckham-Hardin, 2007).”
- Effective Educational Inclusion of Students on the Autism Spectrum (2011, unknown): “Many teachers define success as a reduction in inappropriate behavior (Downing and Peckham-Hardin 2007), but regular education instructors rate behavior reduction as more critical than special education teachers (Hanrahan et al. 1990).”
- Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012, methodology): “Others present modification as a useful tool to support educators and students with and without disabilities in different learning activities in an education environment (Downing & Peckham-Hardin, 2007; Pugach & Warger, 2001).”
- General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings. (2010, background): “In fact, Downing and Peckham-Hardin (2007) reported that 61% of general education teachers, although willing to co-teach this population of students in inclusive settings, advocated for proper training and the necessary tools to competently instruct children with moderate and severe disabilities.”