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Adelle Renzaglia
Researcher at University of Illinois at Urbana–Champaign
Publications - 26
Citations - 741
Adelle Renzaglia is an academic researcher from University of Illinois at Urbana–Champaign. The author has contributed to research in topics: Special education & Curriculum. The author has an hindex of 14, co-authored 26 publications receiving 713 citations. Previous affiliations of Adelle Renzaglia include University of South Carolina.
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Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study:
Stacy K. Dymond,Adelle Renzaglia,Amy Rosenstein,Eul Jung Chun,Ronald A. Banks,Vicki Niswander,Christie L. Gilson +6 more
TL;DR: In this article, the authors examined the process of redesigning one high school science course to incorporate the principles of Universal Design for Learning (UDL) and to promote access to the general curriculum.
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The Impact of Teacher Education on the Beliefs, Attitudes, and Dispositions of Preservice Special Educators:
TL;DR: In this paper, one area of particular concern is developing in preservice teachers beliefs, a concern that is developed in pre-teacher beliefs, which is a concern for special education teacher educators in preparing highly skilled teachers for today's schools.
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Reported Factors Contributing to Job Terminations of Individuals with Severe Disabilities.
TL;DR: The most frequently reported causes for job loss were problems in the areas of character and/or production as discussed by the authors, and when production problems were reported, the presence of social problems was associated with a greater likelihood of job termination.
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Promoting a Lifetime of Inclusion.
TL;DR: In this article, the purpose is to assist parents and professionals in developing effective educational programs that promote a lifetime of successful inclusion for individuals with severe disabilitess, such as cerebral palsy.
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Defining Access to the General Curriculum for High School Students with Significant Cognitive Disabilities.
TL;DR: In this article, the authors found that general educators most frequently defined access as receiving the same curriculum and materials as students without disabilities in the general education classroom with support from a special educator or paraprofessional.