Pub Date : 2023-10-02DOI: 10.1177/27324745231199708
Hannah R. Brenner, Stacy K. Dymond
Transition-age students with extensive support needs often participate in community-based work experiences (CBWEs) in preparation for competitive, integrated employment. CBWEs help students gain exposure to different careers, acquire employment skills, and generalize skills learned at school to community settings. Despite their benefits, CBWEs have been known to create scheduling conflicts and decrease school-based instructional time for special educators who must address student goals in academic and functional skill areas. Identifying authentic opportunities to address Individualized Education Program (IEP) goals during students’ CBWEs is one solution that can assist special educators who are faced with such challenges. An existing tool, commonly known as an IEP Matrix, may be particularly useful in helping teachers navigate this process. In this article, we describe how to develop an IEP matrix and assess the feasibility of instruction on IEP goals within CBWEs. We also provide recommendations to consider when identifying and evaluating instructional opportunities.
{"title":"Making Every Minute Count: Identifying Instructional Opportunities for IEP Goals During Community-Based Work Experiences","authors":"Hannah R. Brenner, Stacy K. Dymond","doi":"10.1177/27324745231199708","DOIUrl":"https://doi.org/10.1177/27324745231199708","url":null,"abstract":"Transition-age students with extensive support needs often participate in community-based work experiences (CBWEs) in preparation for competitive, integrated employment. CBWEs help students gain exposure to different careers, acquire employment skills, and generalize skills learned at school to community settings. Despite their benefits, CBWEs have been known to create scheduling conflicts and decrease school-based instructional time for special educators who must address student goals in academic and functional skill areas. Identifying authentic opportunities to address Individualized Education Program (IEP) goals during students’ CBWEs is one solution that can assist special educators who are faced with such challenges. An existing tool, commonly known as an IEP Matrix, may be particularly useful in helping teachers navigate this process. In this article, we describe how to develop an IEP matrix and assess the feasibility of instruction on IEP goals within CBWEs. We also provide recommendations to consider when identifying and evaluating instructional opportunities.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135900302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/27324745231190857
Michelle A. Tofte, Natalie R. Andzik
Although teacher-centered instruction is common, there is evidence suggesting an increased level of motivation and engagement among students when their preferences are considered. As such, teachers are beginning to shift their instructional practices, which can be exceptionally challenging in an inclusive classroom, especially when supporting students with autism. Project-Based Learning (PjBL) is an innovative approach that promotes life skills through inquiry, research, collaboration, and the creation of projects. Although integrating students with autism within an active participation model like PjBL can be challenging, educators can use evidence-based practices to promote a positive classroom climate that fosters the learning of all students.
{"title":"Productivity in Projects: Adjusting Project-Based Learning for Students With Autism","authors":"Michelle A. Tofte, Natalie R. Andzik","doi":"10.1177/27324745231190857","DOIUrl":"https://doi.org/10.1177/27324745231190857","url":null,"abstract":"Although teacher-centered instruction is common, there is evidence suggesting an increased level of motivation and engagement among students when their preferences are considered. As such, teachers are beginning to shift their instructional practices, which can be exceptionally challenging in an inclusive classroom, especially when supporting students with autism. Project-Based Learning (PjBL) is an innovative approach that promotes life skills through inquiry, research, collaboration, and the creation of projects. Although integrating students with autism within an active participation model like PjBL can be challenging, educators can use evidence-based practices to promote a positive classroom climate that fosters the learning of all students.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125643997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-01DOI: 10.1177/27324745231185573
Xiaoning Sun, Matthew E. Brock
Many students who have Extensive Support Needs (ESN) struggle with increasing their independence in inclusive classrooms. Federal law is clear that all students—including students with ESN—should be educated alongside their peers without disabilities in regular education classrooms to the “maximum extent appropriate.” Self-directed video prompting is an evidence-based practice that has been proven to fade adult support while building student independence. This article provides a practical how-to guide for how teachers can support their paraeducators in using self-directed video prompting. It introduces a framework for implementation called TAP To SKILL and describes what this approach looks like in action.
许多有广泛支持需求(ESN)的学生在包容性课堂中努力提高他们的独立性。联邦法律明确规定，所有学生——包括有残疾的学生——都应该在“适当的最大程度上”与其他没有残疾的同龄人一起接受正规教育。自我指导的视频提示是一种基于证据的实践，已被证明在培养学生独立性的同时减少了成人的支持。这篇文章提供了一个实用的指导，指导教师如何支持他们的辅助教育工作者使用自主视频提示。它引入了一个名为TAP To SKILL的实现框架，并描述了这种方法的实际效果。
{"title":"TAP To SKILL: Using Self-Directed Video Prompting to Promote Independence in Inclusive School Settings","authors":"Xiaoning Sun, Matthew E. Brock","doi":"10.1177/27324745231185573","DOIUrl":"https://doi.org/10.1177/27324745231185573","url":null,"abstract":"Many students who have Extensive Support Needs (ESN) struggle with increasing their independence in inclusive classrooms. Federal law is clear that all students—including students with ESN—should be educated alongside their peers without disabilities in regular education classrooms to the “maximum extent appropriate.” Self-directed video prompting is an evidence-based practice that has been proven to fade adult support while building student independence. This article provides a practical how-to guide for how teachers can support their paraeducators in using self-directed video prompting. It introduces a framework for implementation called TAP To SKILL and describes what this approach looks like in action.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"41 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132678084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1177/27324745231171663
C. S. Williams, Grace E. Sawyer, Jonathan R. Alexander, M. Ostrosky
Infants and toddlers with significant support needs (SSNs) receive early intervention services under Part C of the Individuals with Disabilities Education Improvement Act. These services occur in a variety of children’s natural environments, which may include their home, child care, community parks, extended family members’ homes, etc. It is important that early interventionists who provide developmental services to children with SSNs and their caregivers are equipped with strategies they can use to promote meaningful inclusion of this unique population. This paper illustrates what high-quality inclusion can look like and provides strategies that early interventionists can implement with various caregivers in a child’s life.
{"title":"Inclusion of Infants and Toddlers With Significant Support Needs Across Natural Environments: What Can Early Interventionists Do?","authors":"C. S. Williams, Grace E. Sawyer, Jonathan R. Alexander, M. Ostrosky","doi":"10.1177/27324745231171663","DOIUrl":"https://doi.org/10.1177/27324745231171663","url":null,"abstract":"Infants and toddlers with significant support needs (SSNs) receive early intervention services under Part C of the Individuals with Disabilities Education Improvement Act. These services occur in a variety of children’s natural environments, which may include their home, child care, community parks, extended family members’ homes, etc. It is important that early interventionists who provide developmental services to children with SSNs and their caregivers are equipped with strategies they can use to promote meaningful inclusion of this unique population. This paper illustrates what high-quality inclusion can look like and provides strategies that early interventionists can implement with various caregivers in a child’s life.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132328439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1177/27324745221144308
Emily Jensen, Sarah N. Douglas, Hope K. Gerde
Augmentative and alternative communication (AAC) includes methods and technologies to support communication and aid individuals with limited speech. There are many widespread misconceptions about AAC use, however, that can negatively impact how children with disabilities are taught in classrooms. In this article, we describe the main types of AAC systems and how they are used to promote child success. Then, we identify and dispel common myths about AAC use and provide evidence-based recommendations for practitioners to support children who use AAC in the classroom.
{"title":"Dispelling Myths Surrounding AAC Use for Children: Recommendations for Professionals","authors":"Emily Jensen, Sarah N. Douglas, Hope K. Gerde","doi":"10.1177/27324745221144308","DOIUrl":"https://doi.org/10.1177/27324745221144308","url":null,"abstract":"Augmentative and alternative communication (AAC) includes methods and technologies to support communication and aid individuals with limited speech. There are many widespread misconceptions about AAC use, however, that can negatively impact how children with disabilities are taught in classrooms. In this article, we describe the main types of AAC systems and how they are used to promote child success. Then, we identify and dispel common myths about AAC use and provide evidence-based recommendations for practitioners to support children who use AAC in the classroom.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115425712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1177/27324745221144306
Sheida K. Raley, Elisabeth L. Kutscher, K. Shogren, Jennifer A. Kurth, Hunter A. Matusevich
General and special educators encounter both barriers and facilitators as they implement whole-school interventions with fidelity to make secondary schools inclusive for students with extensive support needs (ESN). This article translates research into practice by sharing guidance from secondary general and special educators with experience implementing an evidence-based intervention designed to promote student self-determination, the Self-Determined Learning of Model of Instruction (SDLMI), providing tips on how to build an integrated system of supports that promotes self-determination for all students, inclusive of students with ESN. Tips include (a) ensuring all students have opportunities to build self-determination, (b) customizing instruction using the SDLMI, (c) aligning SDLMI instruction with academic and transition planning content, (d) finding your SDLMI community, and (e) leveraging SDLMI implementation to enhance collaboration.
{"title":"Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators","authors":"Sheida K. Raley, Elisabeth L. Kutscher, K. Shogren, Jennifer A. Kurth, Hunter A. Matusevich","doi":"10.1177/27324745221144306","DOIUrl":"https://doi.org/10.1177/27324745221144306","url":null,"abstract":"General and special educators encounter both barriers and facilitators as they implement whole-school interventions with fidelity to make secondary schools inclusive for students with extensive support needs (ESN). This article translates research into practice by sharing guidance from secondary general and special educators with experience implementing an evidence-based intervention designed to promote student self-determination, the Self-Determined Learning of Model of Instruction (SDLMI), providing tips on how to build an integrated system of supports that promotes self-determination for all students, inclusive of students with ESN. Tips include (a) ensuring all students have opportunities to build self-determination, (b) customizing instruction using the SDLMI, (c) aligning SDLMI instruction with academic and transition planning content, (d) finding your SDLMI community, and (e) leveraging SDLMI implementation to enhance collaboration.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116765168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1177/27324745221140380
Erika Fundelius, Taryn Wade, Audrey Robbins, Sen Wang, M. A. McConomy, Keisey Fumero
The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.
{"title":"Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers","authors":"Erika Fundelius, Taryn Wade, Audrey Robbins, Sen Wang, M. A. McConomy, Keisey Fumero","doi":"10.1177/27324745221140380","DOIUrl":"https://doi.org/10.1177/27324745221140380","url":null,"abstract":"The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"166 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123877783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-26DOI: 10.1177/27324745221132478
Sheida K. Raley, Mayumi Hagiwara, Kathryn M. Burke, Jessie C. Kiblen, K. Shogren
Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.
{"title":"Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports","authors":"Sheida K. Raley, Mayumi Hagiwara, Kathryn M. Burke, Jessie C. Kiblen, K. Shogren","doi":"10.1177/27324745221132478","DOIUrl":"https://doi.org/10.1177/27324745221132478","url":null,"abstract":"Opportunities for youth with and without disabilities to develop and practice abilities, skills, and attitudes associated with self-determination (e.g., decision-making, goal setting, problem-solving) lead to positive in- and postschool outcomes. However, implementation of whole-school interventions to promote self-determination is complex. A multi-tiered systems of supports (MTSSs) framework can support the identification of solutions to address these complexities to positively impact self-determination outcomes for all students, inclusive of students with extensive support needs (ESNs). In this article, we describe how an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI), can be provided through MTSS to support all students in becoming more self-determined. We translate research into practice by describing how to use universal screening data collected using validated self-determination assessment to guide the delivery of impactful self-determination intervention using the SDLMI across tiers of support in inclusive contexts to enhance self-determination for all students, including students with ESN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"30 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129914370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1177/27324745221128931
Krystle E Merry, Fanee R. Webster, Suzanne Kucharczyk
Financial education is vital to improving financial literacy for students with extensive support needs (ESN) to be successful in real-world scenarios and improve financial behaviors. Financial literacy skills should be taught and explored within the mathematics curriculum (Newman et al., 2009) in inclusive settings by both general and special educators with sensitivity to the needs of the students and families. This article introduces a series of steps that allow educators to integrate financial literacy skills in both inclusive school and community-based settings to support students and their families in the process. These steps include (a) assessing financial literacy skills, (b) gathering financial literacy resources, (c) integrating financial literacy activities in inclusive settings, and (d) monitoring and reflecting on financial literacy progress, of all stakeholders including educators, students, and their families. The article also includes financial literacy resources, a sample lesson plan, recommended financial literacy and transition-based learning goals, and guiding questions for families to support financial literacy for students with ESN.
{"title":"Investing in Students With Extensive Support Needs: Steps to Integrate Personal Financial Literacy in Inclusive Settings for Educators, Students, and Families","authors":"Krystle E Merry, Fanee R. Webster, Suzanne Kucharczyk","doi":"10.1177/27324745221128931","DOIUrl":"https://doi.org/10.1177/27324745221128931","url":null,"abstract":"Financial education is vital to improving financial literacy for students with extensive support needs (ESN) to be successful in real-world scenarios and improve financial behaviors. Financial literacy skills should be taught and explored within the mathematics curriculum (Newman et al., 2009) in inclusive settings by both general and special educators with sensitivity to the needs of the students and families. This article introduces a series of steps that allow educators to integrate financial literacy skills in both inclusive school and community-based settings to support students and their families in the process. These steps include (a) assessing financial literacy skills, (b) gathering financial literacy resources, (c) integrating financial literacy activities in inclusive settings, and (d) monitoring and reflecting on financial literacy progress, of all stakeholders including educators, students, and their families. The article also includes financial literacy resources, a sample lesson plan, recommended financial literacy and transition-based learning goals, and guiding questions for families to support financial literacy for students with ESN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128790274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-20DOI: 10.1177/27324745221105229
B. Elder, Robert J. Borrelle
This practitioner-oriented article uses the vignette of “David,” a disabled Student of Color, to discuss practical steps to desegregate special education systems in the United States. California students seeking inclusion through the courts have had little success under the least restrictive environment test articulated in Rachel H. v. Sacramento City Unified School District (1994). We argue that the Rachel H. test has favored students with the means to unilaterally secure inclusive placements and pursue litigation over those from marginalized communities languishing in restrictive placements. Then, we offer practical steps to reform special education infrastructure in three areas: (a) family and student engagement; (b) evidence-based school and classroom practices; and (c) professional learning for educators.
{"title":"The Failure of Rachel H.: Practical Steps to Desegregating Special Education Systems","authors":"B. Elder, Robert J. Borrelle","doi":"10.1177/27324745221105229","DOIUrl":"https://doi.org/10.1177/27324745221105229","url":null,"abstract":"This practitioner-oriented article uses the vignette of “David,” a disabled Student of Color, to discuss practical steps to desegregate special education systems in the United States. California students seeking inclusion through the courts have had little success under the least restrictive environment test articulated in Rachel H. v. Sacramento City Unified School District (1994). We argue that the Rachel H. test has favored students with the means to unilaterally secure inclusive placements and pursue litigation over those from marginalized communities languishing in restrictive placements. Then, we offer practical steps to reform special education infrastructure in three areas: (a) family and student engagement; (b) evidence-based school and classroom practices; and (c) professional learning for educators.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116159141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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