You have decided to start a new psychotherapeutic group and need a manual. Instead of finding one, you are going to write your own! Decide…

You have decided to start a new psychotherapeutic group and need a manual. Instead of finding one, you are going to write your own! Decide on a particular focus for your new group, considering age, type of group work, mental health issues to be addressed, and so on. You can choose any type of group you would like: process, self-help, psychoeducational, and so on. Alquraini, T., and Gut, D. (2012). Basic Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. Global Journal of Special Education, 27(1), 42–59. Banerjee, R., Sundeen, T., Hutchinson, S. R., and Jackson, L. (2017). Elements That Explain Placement Decisions for Students with Multiple Disabilities: Findings from National Data. Diary of Research in Special Educational Needs, 17(2), 110–122. Cate, I. I., Markova, M., Krischler, M., and Krolak-Schwerdt, S. (2018). Advancing Inclusive Education: The Role of Teachers’ Competence and Attitudes. Experiences On Learning Disabilities, 15(1), 49-63. Bringing down, J. E., and Peckham-Hardin, K. D. (2007). Comprehensive Education: What Makes It a Good Education for Students With Moderate to Severe Disabilities?. Research and Practice For Persons With Severe Disabilities, 32(1), 16-30. Hogan, K. A., Lohmann, M., and Champion, R. (2013). Powerful Inclusion Strategies for Professionals Working with Students with Disabilities. Diary of the American Academy of Special Education Professionals, 27–41. Jorgensen, C. M. (2018). Its more than “simply being in”: Creating bona fide consideration for understudies with complex help needs. Baltimore, MD: Paul H. Brookes Publishing. Klavina, An., and Block, M. E. (2013). Preparing Peer Tutors to Support Children With Severe, Multiple Disabilities in General Physical Education. Palaestra, 27(2), 26–32. Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., and Kerbel, A. (2015). Where Students with the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access. Remarkable Children, 81(3), 312–328. Kurth, J. j., and Forber-Pratt, A. (2017). Perspectives on Inclusive Education From the Perspectives of Preservice and Mentor Teachers. Incorporation, 5(3), 189-202. Moore, S. (2016). One without different: Stories of solidarity through decent variety and consideration. Winnipeg, MB, Canada: Portage and Main Press. Morningstar, M. E. , and Kurth, J. A. (2017). Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs. Incorporation, 5(2), 83–93. Olson, A., Leko, M. M., and Roberts, C. A. (2016). Giving Students Severe Disabilities Access to the General Education Curriculum. Research and Practice for Persons with Severe Disabilities, 41(3), 143–157. Rao, K., Smith, S. J., and Lowrey, K. A. (2017). UDL and Intellectual Disability: What Do We Know and Where Do We Go? Scholarly and Developmental Disabilities, (1), 37. Smith, R., and Leonard, P. (2005). Joint effort for Inclusion: Practitioner Perspectives. Value and Excellence In Education, 38(4), 269-279>GET ANSWERLet’s block ads! (Why?)

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