Guiding Principles for Including High School Students with Intellectual Disabilities in General Education Classes

This article provides teachers and administrators with a description of foundational principles and curricular approaches to create meaningful educational experiences for secondary students with intellectual disabilities in inclusive general education classes. The four principles provide: a) The least dangerous assumption, b) partial participation, c) blending academic and functional curricula, and d) curricular fairness.

Link: https://www.uvm.edu/sites/default/files/Center-on-Disability-and-Community-Inclusion/GiangrecoASEJ201342.pdf