TY  - CHAP
AB  - Abstract This chapter describes the influences that are fundamental to facilitating a system of support for inclusive education for students with low-incidence disabilities. Some of the major factors are values and beliefs, rights, relationships and a sense of belonging, policy, and effective practices (Smith, 2006; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). Within each of the features, collaboration is inherent and essential. A summary of literature on each feature is provided with examples to support the importance for students with low-incidence disabilities. The effective practices of Universal Design for Learning (UDL), co-teaching, peer supports, and school-based teams are highlighted. In order to move forward, educators and administrators need to take responsibility for all children. Effective leadership models are characterized by collaborative efforts that foster a shared responsibility of the team, emphasize thoughtful planning, and identify and allocate the necessary resources and supports.
VL  - 5
SN  - 978-1-78441-250-0, 978-1-78441-251-7/1479-3636
DO  - 10.1108/S1479-363620140000005004
UR  - https://doi.org/10.1108/S1479-363620140000005004
AU  - Drogan Robin
AU  - Perner Darlene
PY  - 2015
Y1  - 2015/01/01
TI  - Facilitating Systems of Support
T2  - Including Learners with Low-Incidence Disabilities
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 89
EP  - 110
Y2  - 2024/04/19
ER  -