Enhancing Integration of Students with Severe Disabilities through Curricular Infusion: A General/Special Educator Partnership

Abstract

The purpose of this paper is to describe efforts to promote the integration of students with severe disabilities into a regular middle school, through curricular infusion. Curricular infusion involves the inclusion of information and experiences concerning students with severe disabilities at natural points throughout the general education curriculum. The curricular infusion process employed in middle school science and social studies classes is discussed. Specific examples of infused activities are included and outcomes of the efforts are discussed in a case study format. Suggestions for implementing curricular infusion across other grade levels and curricular areas are provided. Finally, future research and policy directions with respect to curricular infusion are suggested.

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