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- W2187091837 abstract "According to the U. S. Department of Education (2002), approximately 95% of special education students with disabilities have been receiving their special education services in general education classes and contexts for at least 80% of the day. Over the last fifteen years, these numbers increasingly have included students with severe disabilities (e.g., severe cognitive impairments, Autism Spectrum Disorder, multiple disabilities); that is, increasingly students with severe disabilities have been receiving services along with students of the same chronological age who do not have disabilities. Such services have been developing due to a number of variables, such as parental advocacy, legal litigation, changes in legislation, and research about the efficacy of educational services. The intent of this paper is to summarize the research in the United States: (a) that has led to the development of special education services for students with severe disabilities in inclusive general education contexts; and (b) that describes social and academic outcomes of inclusive educational practices both for students with severe disabilities and their classmates without disabilities. In addition, this paper will describe areas of inclusive education for students with severe disabilities in which there is need for further research in the United States." @default.
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- W2187091837 date "2005-01-01" @default.
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- W2187091837 title "Inclusive Education for Students with Severe Disabilities in the United States: Effects on Selected Areas of Outcomes" @default.
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