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Eric.ed.gov – A Parallel Mixed-Methods Exploration of Inclusion Strategies Being Used by Middle School Math and Science Teachers for Included Students with Autism

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General education teachers are seeing an increase of students with disabilities being included. A major contributing factor to this is that students with disabilities are required to be in least restrictive environments and given access to the general curriculum in the major subjects like math and science as mandated by federal legislation (Individuals with Disabilities Education Act, 2004; No Child Left Behind, 2001). This parallel mixed methods design study (Newman, Newman, & Newman, 2011) investigated inclusion strategies with classroom observations, teacher interviews, and archival document reviews. The focus was on nine middle school teachers, six of whom were math and science teachers, in inclusive classrooms and the curriculum modifications/instructional accommodations they were using for their students with autism.

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Troels Gannerup Christensen

Jeg er ansat som adjunkt hos Læreruddannelsen i Jelling, hvor jeg underviser i matematik, specialiseringsmodulet teknologiforståelse, praktik m.m. Jeg har tidligere været ansat som pædagogisk konsulent i matematik og tysk hos UCL ved Center for Undervisningsmidler (CFU) i Vejle og lærer i udskolingen (7.-9. klasse) på Lyshøjskolen i Kolding. Jeg er ejer af og driver bl.a. hjemmesiderne www.lærklokken.dk og www.iundervisning.dk, ggbkursus.dk og er tidligere fagredaktør på matematik på emu.dk. Jeg går ind for, at læring skal være let tilgængelig og i størst mulig omfang gratis at benytte.

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