part of the Education Reform Networks
Taylor’s Story: Full Inclusion in Her Neighborhood Elementary School
Analysis of the experience of a student with severe mental retardation who experienced full inclusion in her neighborhood elementary school revealed that the student’s opportunities for social participation and friendship improved, several adaptive skills were developed, the classroom teacher played a critical role in orchestrating the level of academic inclusion, and transition planning was essential. (Author/JDD) Method Abstract:
”Data from interviews, sociometric measures, videotapes, and field notes were used to present the perspectives of administrators, general and special educators, students and Taylor’s parents.” Quantitative and qualitative research methods utilized.
Author/Creator: Kozleski, E., Jackson, L.
Author's address: Elizabeth Kozleski: Phone: 303-556-3944
Division of Educational Psychology & Special Education
University of Colorado at Denver
PO Box 173364
Denver, CO 80217
Journal/Secondary Title: Exceptionality: A Research Journal
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