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A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings

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Mixed-methods study reveals engagement in grade-appropriate activities for students with complex support needs, highlighting teaching dynamics.

Students engaged primarily in grade-appropriate academic activities, indicating effective inclusion.
Paraprofessionals and general education teachers provided most of the instruction, showing collaborative teaching.
Ecobehavioral characteristics of classrooms can impact students' learning experiences in inclusive settings.
Findings support the push for more inclusive educational practices and inform future research directions.

Kurth et al. (2025) studied this question.

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Mixed-methods study reveals engagement in grade-appropriate activities for students with complex support needs, highlighting teaching dynamics.