Productive and Worthwhile Social Inclusion for Learners with Intellectual and Developmental Disabilities

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dc.contributor.authorBeecher, Schuyler
dc.date.accessioned2021-03-19T15:49:05Z
dc.date.available2021-03-19T15:49:05Z
dc.date.issued2021
dc.descriptionCreative Arts and Research Symposium
dc.descriptionCreative Arts and Research Symposiumen_US
dc.description.abstractThis presentation is a systematic review of literature to define worthwhile and productive behaviors related to social inclusion for learners in special education. Learners with intellectual and developmental disabilities, who are in self contained classrooms, often spend inclusion time in general education. This inclusion time often targets social and functional skills, rather than academic skills. A systematic literature review was completed to find out which behaviors define social inclusion that is productive and worthwhile. Behaviors that were found to be socially significant were communicating with peers, group participation, and interaction with material environment. Future research is to be implemented to research behavior interventions to help support these behaviors in the social inclusion setting.
dc.description.departmentTeacher Education
dc.identifier.urihttps://hdl.handle.net/11274/12773
dc.language.isoen_USen_US
dc.titleProductive and Worthwhile Social Inclusion for Learners with Intellectual and Developmental Disabilitiesen_US
dc.typePresentationen_US

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Student Creative Arts and Research Symposium | 2021