Search results for: Moores-Abdool Whitney
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This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
Perceptions of Special Education Professors and Culturally Linguistically Diverse Doctoral Students on Cohorts
The authors investigate the perceptions related to cohort education models (CEMs) of special education professors and doctoral students. The doctoral program was located in a Carnegie-designated research extensive university in a multicultural, urban area in the southeastern United States. Three themes emerged: (a) Organizational efficiency of CEMs and benefits to student learning outweigh concerns, (b) structure of CEMs impacts students who are not in the CEM, and (c) CEM structure impacts professors.
Updated: Oct. 29, 2010