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Inclusion of Developmentally Disabled Students in Summer Learning Programs

Thompson, Jacqueline

Notable debate has continued over the efficacy of placing developmentally disabled children in general education classrooms. Because developmentally disabled children, specifically those with autism spectrum disorders (ASD), can benefit from engaging with typically developing peers in an educational setting, many scholars argue that these students have a right to be included. This debate is often rooted in the least restrictive environment clause of the 1997 Reauthorized Individuals with Disabilities Education Act (IDEA). This research essay will focus on the inclusion of autistic students in summer learning programs, specifically the Breakthrough Collaborative program. While developmentally disabled students receive the majority of their services during the school day during the regular school year, the need for support services does not end when school lets out for summer. Effective teaching strategies and their generalizability dependent on the nature and severity of the child’s disability are discussed.

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More About This Work

Academic Units
Psychology (Barnard College)
Degree
B.A., Barnard College
Published Here
January 24, 2013
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