Implementing Universal Design for Learning in Classrooms with Minorities with Autism
Journal Title: Journal of Childhood & Developmental Disorders - Year 2017, Vol 3, Issue 2
Abstract
In 2013-2014 school year, 6.5 million children ages 3-21 received special education services which constitute almost 13% of total public school enrollment. Throughout the last two decades, particularly from 1990 through 2004, the number of students ages 3-21 who received special education services, increased from 11% to 14% of total public school enrollment. Educators during this period have tried to include students with disabilities into more inclusive settings as a response to the No Child Left behind Act (NCLB, 2001) and the Individuals with Disabilities Education Act (IDEA, 2004). This movement has increased the number of diverse students in inclusive settings.
Authors and Affiliations
Ashley Zehner, Xiaohan Chen, Mohamed Aladsani
Keywords
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- EP ID EP319652
- DOI 10.4172/2472-1786.100048
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