المعلم و تطبيق منهج التعليم العام لماريا تيمبرليك

Abstract EN

The Persons with Disabilities Education Act (IDEA) provides that all students have access to general education curricula but does not specify appropriate access.

Street-level bureaucracy theory was used to investigate the interpretation of special educators of their role and responsibility in providing academic access to students with severe cognitive disabilities.

In-depth telephone interviews were also conducted with primary, middle, and secondary teachers (n = 33) across one state.The results revealed that access was ultimately a consistent series of decisions.

The participants also relied on their moral beliefs about disability and education to make decisions about the cost and benefit and to predict and value the long-term benefits of academic activities.

Researchers and policy-makers involved in academic access must be aware that educators' implementation of new interventions is likely to be filtered through the prescribed access process.

New initiatives and strategies must also make clear how to increase the benefits and reduce the costs of inclusive academic experiences for students with severe disabilities.