Electronic Journal for Inclusive Education
Abstract
The main thrust of preparation for inclusion has been to prepare the general education teacher as well as the student with exceptionalities for this educational initiative. Students without disabilities are often not the prevailing focus in these efforts. This model is an archetype that enables peers to understand, accept, and care for their classmates with exceptionalities. Students acquire knowledge about disabilities, skills are developed that help them interact appropriately, and activities are provided that influence more positive thoughts and behaviors among all students. A circle is used as a metaphor to explain the relationship of individuals in the class. The success of this model is that it ultimately enables students with disabilities to become an intricate part of the circle instead of its centerpiece.
Repository Citation
Griffith, K. G.,
Cooper, M. J.,
& Ringlaben, R. P.
(2002).
A Three Dimensional Model for the Inclusion of Children with Disabilities,
Electronic Journal for Inclusive Education, 1
(6).
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
