| Autor: |
Morgan, Chelsea W., Cheatham, Gregory A. |
| Předmět: |
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| Zdroj: |
Young Exceptional Children; Sep2021, Vol. 24 Issue 3, p115-123, 9p |
| Abstrakt: |
Nonetheless, the formulation of wicked problems ultimately influences policy (e.g., how is progress defined and measured) and practice (e.g., which practices are implemented to meet progress indicators; [28]). An agency-centered perspective may support efforts to equip families to implement evidence-based practices to support their child's development, but practices supported by rigorous research might not equate to a best fit for every child and family. There is also evidence that inclusion progress has been stalling, as [21] indicated practitioners' challenges with implementing instructional practices that support inclusion of children with disabilities in general education settings. Through I inclusion i , children with disabilities can participate as valued members of a learning community as they receive effective instruction and appropriate supports in general education settings ([26]). [Extracted from the article] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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