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Journal Article

Instruction for Students with Severe Disabilities in General Education Settings

John McDonnell
Education and Training in Mental Retardation and Developmental Disabilities
Vol. 33, No. 3 (September 1998), pp. 199-215
Stable URL: http:/stable/23879091
Page Count: 17
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Instruction for Students with Severe Disabilities in General Education Settings
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Abstract

This article discusses some of the issues associated with effective instruction for students with severe disabilities who are enrolled in general education classes. It is argued that developing a valid technology of instruction will require the field to reconceptualize our current model of teaching and learning for this group of students. Specifically, we must begin to view student learning as the combined effects of instructional methods used for all students in the class and those used to meet the unique needs of each student. Achieving these aims will require a two pronged approach. First, general and special educators in inclusive programs must adopt and implement teaching practices that can accommodate the diverse educational needs of all students in the class. Second, teachers must begin to employ strategies that infuse opportunities for students with severe disabilities to receive instruction on targeted routines, activities, and skills within the on-going activities of the class.

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