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Student and teacher variables contributing to access to the general education curriculum for students with intellectual and developmental disabilities

Title
Student and teacher variables contributing to access to the general education curriculum for students with intellectual and developmental disabilities
Authors
Lee S.-H.Soukup J.H.Little T.D.Wehmeyer M.L.
Ewha Authors
이숙향
SCOPUS Author ID
이숙향scopus
Issue Date
2009
Journal Title
Journal of Special Education
ISSN
0022-4669JCR Link
Citation
vol. 43, no. 1, pp. 29 - 44
Indexed
SSCI; SCOPUS WOS scopus
Abstract
The predictors of student and teacher variables on the access to the general education curriculum of 19 students with intellectual and developmental disabilities were examined based on the observation data collected for a total of 1,140 minutes. Multilevel regression analyses were employed to analyze the data. The findings indicated that both student and teacher variables are strong predictors of access to the general education curriculum. A complicated pattern of the relationship between student and teacher variables (e.g., suppression, correction of distortion) was found along with interaction between these variables and environmental factors. These findings also suggest future practices and research that can be considered to enhance access to the general education curriculum for students with disabilities. © 2009 Hammill Institute on Disabilities.
DOI
10.1177/0022466907313449
Appears in Collections:
사범대학 > 특수교육과 > Journal papers
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