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Abstract

Atkins calls on educators to see beyond access to identify “core moments” for child-centered experiential learning in inclusion classrooms. He warns that “[t]he process of scaffolding the child’s inclusion in the activities or interactions of the day can too often become conflated or confused with the process of scaffolding the child’s physical ability to gain access to those activities or interactions.”

Author Biography

Daniel Atkins has worked at Bank Street College since 2000. He was Registrar of the Graduate School and is presently a writer for the Office of Graduate Admissions. Prior to working at Bank Street, he was in the publishing and film industries and a fundraiser for nonprofit organizations. He received a BA in Latin American studies from Emory University and an MA in English literature from The City College of New York. His poems have appeared in Lit and the Lullwater Review.

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