Arguable Assumptions Underlying the Regular Education Initiative.
Overview & Synopsis
Basic assumptions of the Regular Education Initiative (which encourages closer coordination of regular and special education) were examined. The authors assert that students are not overidentified for special education, that student failure is not due only to teacher shortcomings, and that variability in student performance will increase not decrease if effective instruction is occurring. (Author/DB)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Arguable Assumptions Underlying the Regular Education Initiative. |
|---|---|
| Author / Organization | Kauffman, James M., And Others |
| Subject & Discipline | Delivery Systems, Elementary Secondary Education, Government Role |
| Categories | Education & Pedagogy |
| Publication Year | 1988 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-199557 |
| Original Source Link | Visit Source Page on eric.ed.gov » |