Accessing the General Education Curriculum: Using A Critical Thinking Approach to Guide Pre-Service Teachers’ Decision Making That Promotes Inclusion for Students with Disabilities
Randy L. Seevers

Abstract
This manuscript addresses the topic of using a critical thinking approach to work through issues that arise when including students with disabilities in the general education classroom. Particular focus is on understanding classroom diversity, collaborating with parents and other partners, maximizing learning through differentiated instruction, and managing the classroom to support students.

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