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    Teachers’ Perceptions of Inclusive Practices for Students with Emotional/Behavioral Disorders: A Meta-Synthesis

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    Author
    Prewitt, Taylor
    Keyword
    Meta-Synthesis
    Literature Review
    Self-Contained Classrooms
    Inclusive
    Separate Education
    Regular Education Initiative
    REI
    Metadata
    Show full item record
    URI
    http://hdl.handle.net/11122/12532
    Abstract
    The term inclusion has been tossed around the educational world for several decades now. In 1975 when the Education for All Handicapped Children Act, mandated that all children with special needs should be educated in their least restrictive environment (LRE) with their general educated peers, schools began to create special schools and self-contained classrooms for students with disabilities. In the 1980’s there was a movement to create a more inclusive and unified model of special education. Separate education was no longer equal and with the Regular Education Initiative’s (REI) attempt to correct the limitations of IDEA by creating one system of general education in which students with disabilities were to be supported within general education classrooms, the push for inclusion began. One major argument against full inclusion came from those who worked with students with emotional and/or behavioral disorders
    Date
    2019
    Publisher
    University of Alaska Southeast
    Type
    Thesis
    Citation
    Prewitt, T. (2019). Teachers’ perceptions of inclusive practices for students with emotional/behavioral disorders: A meta-synthesis. Unpublished Masters Thesis, M.ed. Special Education, University of Alaska Southeast.
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    Special Education Masters Program Theses

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