This study investigated how educators support students with significant disabilities to access the grade-level literacy curriculum within inclusive classrooms. Examination of multiple data sources across four classroom contexts revealed a comprehensive understanding of the educators' beliefs and practices in implementing inclusive education. The educators fulfilled specific roles and collaborated to support the focus students. The findings also illustrated an alignment between the class instruction and how the focus student was supported to participate in the whole and small group activities. The focus students received individualized instruction that was aligned with the class instruction, and they received additional, individualized supports to meet their unique learning needs. Specific implications for future research and practice are discussed from the perspective of advancing inclusive education and supporting students with significant disabilities to access complex and meaningful literacy instruction.
| Identifer | oai:union.ndltd.org:arizona.edu/oai:arizona.openrepository.com:10150/624294 |
| Date | January 2017 |
| Creators | Zagona, Alison, Zagona, Alison |
| Contributors | Umbreit, John, Umbreit, John, MacFarland, Stephanie, Liaupsin, Carl, Mastergeorge, Ann |
| Publisher | The University of Arizona. |
| Source Sets | University of Arizona |
| Language | en_US |
| Detected Language | English |
| Type | text, Electronic Dissertation |
| Rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. |
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