Can we talk? A correspondence study to examine responsiveness of physical educators to requests for a phone call from parents of children with disabilities
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Abstract
The Individuals with Disabilities Education Improvement Act (2004) mandates that parental input be considered when making educational decisions for children with disabilities, including in physical...
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The International Journal of Inclusive Education provides a strategic forum for international and multi-disciplinary dialogue on inclusive education for all educators and educational policy-makers concerned with the form and nature of schools, universities and technical colleges. Papers published are original, refereed, multi-disciplinary research into pedagogies, curricula, organizational structures, policy-making, administration and cultures to include all students in education. The journal does not accept enrolment in school, college or university as a measure of inclusion. The focus is upon the nature of exclusion and on research, policy and practices that generate greater options for all people in education and beyond.
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