Examining Middle School Inclusion Classrooms Through the Lens of Learner-Centered Principles
Bibliographic Data
| ID | 4933563 |
|---|---|
| Authors | Ilda Carreiro King (corresponding author) |
| Year | 2003 |
| Volume | 42 |
| Issue | 2 |
| Pages | 151-158 |
| Publication date | 2003-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4202_9 |
| OpenAlex | W4245286572, W1976760033 |
| Language | EN |
| Citations received | 4 |
| References cited | 8 |
This article provides an interesting set of ideas for applying the Learner-Centered Psychological Principles (LCPs) in the context of meeting the needs of special education students in inclusion classrooms. It examines the perceptions of middle school students–with and without special needs in learnercentered, inclusion classrooms–regarding teacher practices that are known to enhance student learning and motivation for all learners. It also describes firsthand examples of how educators can apply knowledge of learner-centeredness as a guide to instructional decision making, especially in inclusion classrooms
Context (archaeology · Inclusion (mineral · Mathematics education · Pedagogy · Perception · Set (abstract data type · Special education · Special needs · Collaborative Teaching and Inclusion · Computer Science · Educational and Psychological Assessments · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.2 |
|---|---|
| Citation span | 2006 - 2016 (11) |
| Highly cited | No |