Abstract
As an early childhood special educa tor, Ms. Pool is proud of her elemen tary school’s commitment to providing special education programs to stu dents with disabilities in inclusive set tings. She is especially excited about Ms. Carter’s first grade classroom, in which Keith, a 7-year-old boy diag nosed with autism spectrum disorder (ASD), has been placed for the past 2 months. However, the two teachers have
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