TY  - CHAP
AB  - Abstract This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.
VL  - 33
SN  - 978-1-78743-089-1, 978-1-78743-090-7/0270-4013
DO  - 10.1108/S0270-401320180000033007
UR  - https://doi.org/10.1108/S0270-401320180000033007
AU  - Kurth Jennifer
AU  - Zagona Alison
AU  - Miller Amanda
AU  - Wehmeyer Michael
ED  - Festus E. Obiakor
ED  - Jeffrey P. Bakken
PY  - 2018
Y1  - 2018/01/01
TI  - Viewpoints on Interventions for Students with Extensive and Pervasive Support Needs
T2  - Viewpoints on Interventions for Learners with Disabilities
T3  - Advances in Special Education
PB  - Emerald Publishing Limited
SP  - 143
EP  - 167
Y2  - 2024/04/25
ER  -