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It’s More than “Just Being In”: Creating Authentic Inclusion for Students with Complex Support Needs


reviewed by Serra De Arment - February 08, 2019

coverTitle: It’s More than “Just Being In”: Creating Authentic Inclusion for Students with Complex Support Needs
Author(s): Cheryl M. Jorgenson
Publisher: Paul H. Brookes Publishing Company, Baltimore
ISBN: 1681250780, Pages: 256, Year: 2018
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Cite This Article as: Teachers College Record, Date Published: February 08, 2019
http://www.tcrecord.org ID Number: 22665, Date Accessed: 2/19/2019 2:29:29 PM

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About the Author
  • Serra De Arment
    Virginia Commonwealth University
    E-mail Author
    SERRA DE ARMENT is an assistant professor at Virginia Commonwealth University where she prepares K-12 and early childhood special educators for inclusive practice with students with disabilities and their peers in high-needs schools and communities. Dr. De Arment’s interests include universal design for learning (UDL), co-teaching and collaboration, community engaged research, teachers as researchers, and adaptive teaching expertise. Her recent publications include articles on teacher-scaffolded reciprocal peer tutoring (Xu, De Arment, Coleman, & Huennekens, 2018) and UDL for supporting preschool access (De Arment, Xu, & Coleman, 2016) published in the Council for Exceptional Children’s Division for Early Childhood’s monograph series. In addition, she is collaborating with colleagues to finalize book chapters conceptualizing special educators as intervention specialists (Talbott, De Arment, Sterrett, & Chen, 2019) and presenting a model online classroom for collaboration on UDL (Smith & De Arment, 2019) in the forthcoming texts Handbook of Research on Emotional and Behavioral Disabilities: Interdisciplinary Developmental Perspectives on Children and Youth and Universal Access Through Inclusive Instructional Design: International Perspectives on UDL, respectively. In partnership with the YWCA and the Children’s Museum of Richmond, Dr. De Arment is engaged in an evaluation of the effects of an innovative museum-based preschool model on the learning and engagement of preschoolers from diverse backgrounds.
 
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