The impact of opportunities to learn with grade-level classmates without disabilities on self-actualization and autonomy for students with extensive and pervasive support needs

• Authors: Ryndak, Diane L. (https://orcid.org/); , Taub, Deborah J , Cavanaugh, Christie , Alberque, Kari

Abstracts

EN

Inclusive education encompasses both theoretical constructs (e.g., least dangerous assumption, presumed competence) and implementation variables (e.g., curriculum, settings, instructional practices). When these variables are addressed collectively, the complex and multilayered process of developing equitable schools and implementing evidence-based practices that facilitate inclusive education results in students with extensive and pervasive support needs demonstrating unpredicted progress in the acquisition and use of both academic and embedded essential skills across situations that are meaningful in their lives, as well as progress related to self-actualization and autonomy. These variables are discussed, and examples of how opportunities to learn with grade-level peers without disabilities impacted self-actualization and autonomy for one individual with extensive and pervasive support needs, following 15 years of educational segregation followed by 7 years of inclusion at school and in the community.

Keywords

EN

self-actualization; autonomy; self-determination; equitable education; opportunities to learn; access; content; practices; essential skills; Universal Design for Learning (UDL); Multi-Tiered Systems of Support (MTSS); peer supports; personalized learning

• Publisher: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
• Journal: Człowiek - Niepełnosprawność - Społeczeństwo
• Year: 2020
• Volume: 49(3)
• Pages: 35-52

Dates

published

2020-08-18

Contributors

author

Ryndak, Diane L. (https://orcid.org/);

author

Taub, Deborah J

author

Cavanaugh, Christie

author

Alberque, Kari

Identifiers

DOI

10.5604/01.3001.0014.3574