Electronic Journal for Inclusive Education
Abstract
Inclusion in general education classrooms is generally believed to have many benefits for students with disabilities. However, relatively little is known about the process of successful inclusion. The broad purpose of this study was to explore the process of inclusion. It sought to discover the variables that may have contributed to the learning experiences and outcomes of two students with mild disabilities in a general education classroom. The intent was to document the students’ experiences as they related to instruction, their peers without disabilities, and teacher supports in an effort to aid teachers and others in implementing inclusion in classroom settings.
Repository Citation
Ornelles, C.
(2006).
Inclusion of Students with Mild Disabilities: Accessing the General Curriculum,
Electronic Journal for Inclusive Education, 1
(10).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
