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Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion

David Scanlon, Allison C. Nannemann, Diana Baker

Abstract


Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement.

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Keywords


accommodation; learning disability; high school; secondary school; learning strategy; inclusion

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DOI: https://doi.org/10.18666/LDMJ-2021-V26-I1-10407

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