The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

• Autorzy: Ryndak, Diane L. (https://orcid.org/); , Taub, Deborah J , Cavanaugh, Christie , Alberque, Kari

Abstrakty

EN

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

Słowa kluczowe

EN

self-actualization; autonomy; self-determination; equitable education; opportunities to learn; access; content; practices; essential skills; Universal Design for Learning (UDL); Multi-Tiered Systems of Support (MTSS); peer supports; personalized learning

• Wydawca: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Czasopismo: Człowiek - Niepełnosprawność - Społeczeństwo
• Rocznik: 2020
• Tom: 49(3)
• Strony: 35-52

Daty

wydano

2020-08-18

Twórcy

autor

Ryndak, Diane L. (https://orcid.org/);

autor

Taub, Deborah J

autor

Cavanaugh, Christie

autor

Alberque, Kari

Identyfikatory

DOI

10.5604/01.3001.0014.3574