Citation

Sorani-Villanueva S, McMahon SD, Crouch R, Keys CB. J. Prev. Interv. Community 2014; 42(1): 58-71.

Affiliation

Department of Psychology , University of Illinois at Chicago , Chicago , Illinois , USA.

Copyright

(Copyright © 2014, Informa - Taylor and Francis Group)

DOI

10.1080/10852352.2014.855060

PMID

24447159

Abstract

The inclusion of students with disabilities is a process that requires collaboration among multiple individuals, with teachers, aides, parents, students, and school systems playing important roles in resolving student problems. In the current study, we examined data from 75 teachers concerning 126 students about problems that students with disabilities had following a transition from a school primarily serving students with disabilities to more inclusive schools. Reported problems were reviewed and five major themes emerged: academic, behavioral, mobility/accessibility, social, and transportation issues. Teachers typically resolved academic problems by working directly with the student or collaborating with school staff. Social problems were resolved through student and teacher initiatives. Behavioral, transportation, and mobility/accessibility problems were resolved through collaboration among many key school figures and family members. Implications for theory, research, and inclusive school practices related to academic curricula, resources, services, and architectural accommodations for students with disabilities are discussed.

Language: en