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Students with complex support needs are at high risk for exclusion
from general education and frequently require communication
supports, assistive technology, and services from a variety of
related service providers. Pre- and in-service educators need
guidance on how to develop IEPs for this population. Organized
around a process chart and covering each section in the IEP
document, this book guides educators to create legally and
ethically defensible IEPs that are also person-centered, useful,
and meaningful.
In this inaugural book in their Inclusive Education for Students
with Disabilities series, Michael L. Wehmeyer and Jennifer A. Kurth
explore central, defining questions for the field of special and
inclusive education: who, what and where do we teach; what works in
inclusive education; and where does inclusive education go now?
Arguing that the concept of disability for the past fifty years has
emphasised students as incapable and incompetent, the authors
propose instead to build on a growing understanding that students
with disabilities can be successful and meet high expectations, and
that educators have the knowledge and skills to achieve this. From
this strength-based perspective, the presumption is that disability
is part of, and not apart from, typical human functioning. Using
this lens, Wehmeyer and Kurth describe effective practices to guide
instruction in inclusive settings-practices that begin with a
consideration of each student's strengths and capacities, rather
than with a diagnosis.
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