Abstract

Although there is widespread agreement among both special education experts and general classroom teachers that students with significant cognitive disabilities should participate in inclusive classrooms, most teachers report that they do not know how to do this effectively. One of the challenge teachers face is figuring out how to focus on grade-level expectations, but in a way that is appropriate for all students in such diverse classrooms. The use of learning map models, as exemplified by the Dynamic Learning Maps Alternate Assessment, holds promise as a tool to help teachers in inclusive classrooms.

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