TIES Center Reports: Using Systems Change Efforts to Implement and Sustain Inclusive Education Practices in General Education Settings for Students with the Most Significant Cognitive Disabilities: A Review of the Literature (#102)
Part of the TIES Center Reports series.
- Sheryl Lazarus, Diane L. Ryndak, Craig B. Howley, Patricia McDaid, Kristin K Liu PhD, Deborah Taub, Aimee Howley, Meghan Cosier, James Clifton, Deborah Telfer, Kara Holden, Martha L Thurlow, Terri L Vandercook
This report presents the findings from a literature review that examined how systems change efforts can guide initiatives to increase and sustain the placement of students with the most significant cognitive disabilities in inclusive general education settings, as well as increase and sustain opportunities for these students to learn core academic standards-based curriculum through the implementation of inclusive education practices. The report concludes with the identification of several components associated with effective and sustainable systemic change efforts related to the implementation of inclusive practices.
- June 2019
- Number 102
- National Center on Educational Outcomes (NCEO)
- TIES Center: Increasing Time, Instructional Effectiveness, Engagement, and State Support for Inclusive Practices for Students with Significant Cognitive Disabilities
- Educational accountability and assessment
- Students with Disabilities
- Alternate Assessments