Abstract
In this paper, a framework for evaluating inclusive school environments for students with language and learning disabilities is described. The framework for this evaluation is based on a sociocultural perspective with an emphasis on evaluating program adaptability, opportunities to communicate orally, and access to higher order cognitive tasks and content. The framework is applied in a case study of an inclusion program in an urban elementary school.
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Manset-Williamson, G., Rogers, D.C. A Framework for Evaluating Inclusive School Programs for Primary Students with Language and Learning Disabilities. Journal of Developmental and Physical Disabilities 14, 215–229 (2002). https://doi.org/10.1023/A:1016068203914
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DOI: https://doi.org/10.1023/A:1016068203914