Abstract
Across North America, individuals and groups are promoting significant changes in the educational system. In part, this involves the inclusion of students with severe disabilities in regular education schools and classes. The author draws upon integration experiences, as well as literature from organizational theory, to provide a framework for conceptualizing a process of change and its characteristics. Initiation, planning, implementation, administration, and advocacy, as they pertain to efforts to include students with severe disabilities in regular schools and classes are discussed. A rationale is offered for including issues regarding the change process as an integral component of teacher preparation programs, and implications are presented.
Published Version
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