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dc.contributor.authorCarlo, Julianna
dc.date.accessioned2020-04-16T15:37:09Z
dc.date.accessioned2020-06-22T14:29:48Z
dc.date.available2020-04-16T15:37:09Z
dc.date.available2020-06-22T14:29:48Z
dc.date.issued2019-05
dc.identifier.urihttp://hdl.handle.net/20.500.12648/496
dc.description.abstractStudents with disabilities (SWD) are often placed in more restrictive environments and there has been an ongoing debate on whether more restrictive environments are beneficial as opposed to inclusive or less restrictive environments in regard to social skills and academics. Research has shown that SWD are more successful in less restrictive environments, but still struggle in their social skill area. The curriculum is designed to incorporate social skills into a third-grade literacy curriculum and incorporates the New York State Literacy Learning Standards in an inclusive room to both SWD as well as general education students. This curriculum is designed for third grade literacy but may be modified for any grade level and may be aligned and modified to fit in any standards.en_US
dc.language.isoen_USen_US
dc.publisherState University of New York at Fredoniaen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectSpecial education.en_US
dc.subjectElementary school teachers.en_US
dc.subjectSocial skills.en_US
dc.titleStudents with Disabilities in a Less Restrictive Environment and Learning Social Skillsen_US
dc.typeThesisen_US
dc.typeOtheren_US
refterms.dateFOA2020-06-22T14:29:48Z
dc.description.institutionSUNY at Fredonia


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Attribution-NonCommercial-NoDerivs 3.0 United States
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States