Abstract
This article describes details of inclusion of students with severe disabilities using an extended example of one high school drama class. Based on research conducted in eight schools by a team of four researchers, the article describes three inclusion outcomes for both disabled and nondisabled students (curriculum infusion, social inclusion, and learning inclusion). It then describes how the drama teacher and the special education teacher provided teaching support, prosthetic support, and interpretive support to one disabled student by developing both collaborative and consultive relationships with each other.
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