Building Inclusive Educational Competencies
DOI:
https://doi.org/10.31074/gyntf.2025.3.92.110Kulcsszavak:
inclusion, preservice teachers, effective teaching practicesAbsztrakt
Special Education services throughout the United States have changed and evolved over the past fifty years. The passing of landmark statue, Public Law 94-142 was enacted in 1975 and was later amended and renamed the Individuals with Disabilities Education Act (IDEA) in 1990. With this law, schools are mandated to provide students with identified disabilities with a free appropriate public education (FAPE) in their least restrictive environment (LRE). This paper begins by framing special education inclusive policies and procedures in the United States before proceeding with the benefits, challenges and barriers that educators and schools often report occurring within schools and districts with regards to inclusion. Next, the paper will proceed with highlighting how inclusion looks in rural schools. With this framework, the paper will then focus on how inclusive educational competencies are introduced and embedded within an undergraduate introductory course for preservice teachers to prepare future teachers to meet the needs of their students.
Letöltések
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