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Learner-Centered Professional Development: A Model to Increase Inclusion for Students with Moderate Intellectual Disability
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Bree A. Jimenez; Tammy Barron – Inclusion, 2019
In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for…
Descriptors: Faculty Development, Student Centered Learning, Moderate Intellectual Disability, Severe Disabilities