The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice

171 citations recorded by the source corpus.

How researchers see this paper

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

Presence, Proximity, and Peer Interactions of Adolescents With Severe Disabilities in General Education Classrooms (2016, unknown): “Third, findings from this study reinforce the importance of ensuring educational teams draw upon evidence-based approaches for supporting the inclusion of students with severe disabilities (Jackson et al., 2008/2009; Ryndak et al., 2013).”
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “In fact, some argue there has been a “regression . . . or resignation toward, a self-contained setting as a viable placement for students with ‘severe disabilities’” (Jackson et al., 2008-2009, p. 176).”
Teachers’ Views of Their Preparation for Inclusive Education and Collaboration (2017, background): “…learning similar concepts and participating in the same activities as his or her typically developing peers (Jackson, Ryndak, & Wehmeyer, 2008-2009), with the needed supports and individualized, targeted teaching in order to participate meaningfully in that environment (Jackson et al., 2008-2009).”
Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities (2011, background): “Educators are in need of effective and feasible intervention strategies for supporting students with severe disabilities within these learning contexts (Jackson et al., 2008/2009).”