Search results for: Ashby Chrisine
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This article examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. The authors, therefore, designed an intervention where these future teachers would articulate their belief systems to other school professionals. Data indicate that teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms.
Updated: Oct. 26, 2010