Pub Date : 2022-08-01DOI: 10.1177/27324745211062519
Alexandra S. Reed, G. Francis, Marci Kinas-Jerome
The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.
{"title":"The American Rescue Plan Act Funds and Students With Extensive Support Needs: Three Considerations for Technology Access and Use","authors":"Alexandra S. Reed, G. Francis, Marci Kinas-Jerome","doi":"10.1177/27324745211062519","DOIUrl":"https://doi.org/10.1177/27324745211062519","url":null,"abstract":"The COVID-19 pandemic highlighted inequities in technology literacy and access for students with extensive support needs (ESN) in k-12 settings. Technology is critical for students with ESN to continue lifelong learning after graduation. The unprecedented level of funds from the American Relief Plan provides schools opportunities to invest in sustainable and accessible technology which benefits all students. The Universal Design for Learning (UDL) framework is used to increase access to learning for all students, and should be applied to decision making surrounding technology investment and purchasing. This essay provides three considerations for schools to reflect on when spending ARP Act funds: (a) use UD to purchase technology, (b) provide UDL professional development to teach technology literacy skills, and (c) provide learning opportunities aimed at technology use among students with ESN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125881038","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 : 2022-07-02DOI: 10.1177/27324745221093766
Lindsay Ruhter
The introduction of new next-generation, multidimensional science standards in the last few years has led to increased expectations in science achievement for all students, including students with extensive support needs (ESN). Inquiry-based teaching is an effective strategy to teach science to support attainment of these new expectations. However, few resources exist for teachers of students with ESN engaging in inquiry-based science instruction. The purpose of this article is to describe the Science Inquiry Lesson Supports Plan, a tool for teachers to organize inquiry-based science teaching within the Universal Design for Learning (UDL) framework for students with ESN in inclusive settings. General and special education teachers can plan science lessons using the 5E model of instruction to teach next-generation science in an inclusive setting, using UDL principles to remove barriers to learning.
{"title":"Using the UDL Framework in Inquiry-Based Science Teaching to Support Students With Extensive Support Needs in Inclusive Classrooms","authors":"Lindsay Ruhter","doi":"10.1177/27324745221093766","DOIUrl":"https://doi.org/10.1177/27324745221093766","url":null,"abstract":"The introduction of new next-generation, multidimensional science standards in the last few years has led to increased expectations in science achievement for all students, including students with extensive support needs (ESN). Inquiry-based teaching is an effective strategy to teach science to support attainment of these new expectations. However, few resources exist for teachers of students with ESN engaging in inquiry-based science instruction. The purpose of this article is to describe the Science Inquiry Lesson Supports Plan, a tool for teachers to organize inquiry-based science teaching within the Universal Design for Learning (UDL) framework for students with ESN in inclusive settings. General and special education teachers can plan science lessons using the 5E model of instruction to teach next-generation science in an inclusive setting, using UDL principles to remove barriers to learning.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133276525","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 : 2022-07-02DOI: 10.1177/27324745221097354
Katherine J. Bateman, I. Schwartz, Ariane N. Gauvreau
Collaboration is a key component of high-quality programs for all young children, especially those with autism spectrum disorder (ASD). Yet, this practice is often one of the most challenging aspects of early childhood special education. Effective collaboration practices among multiple stakeholders are needed to ensure positive outcomes. Processes of teaming and collaboration in Project DATA, an early intervention program designed to support preschoolers with ASD within school-based settings, are examined and discussed. The importance of collaboration is demonstrated through stories, lessons, and experiences of working with children and families affected by ASD. Guidelines for effective teaming and collaboration are provided.
{"title":"It Takes a Team: Working Together to Meet the Needs of Young Children With Autism Spectrum Disorder in an Inclusive Setting","authors":"Katherine J. Bateman, I. Schwartz, Ariane N. Gauvreau","doi":"10.1177/27324745221097354","DOIUrl":"https://doi.org/10.1177/27324745221097354","url":null,"abstract":"Collaboration is a key component of high-quality programs for all young children, especially those with autism spectrum disorder (ASD). Yet, this practice is often one of the most challenging aspects of early childhood special education. Effective collaboration practices among multiple stakeholders are needed to ensure positive outcomes. Processes of teaming and collaboration in Project DATA, an early intervention program designed to support preschoolers with ASD within school-based settings, are examined and discussed. The importance of collaboration is demonstrated through stories, lessons, and experiences of working with children and families affected by ASD. Guidelines for effective teaming and collaboration are provided.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122790471","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 : 2022-06-30DOI: 10.1177/27324745221078599
Magen Rooney-Kron, April Regester, Jonathan Lidgus, Christopher R. J. Worth, J. Bumble, Lindsay S. Athamanah
More students with intellectual and developmental disability (IDD) are attending post-secondary education than ever before. As more students with IDD enter college, inclusive post-secondary education programs (IPSE) will be required to make important decisions about the types of services and supports they provide. IPSE program staff should aim to provide supports and services that honor students’ dignity of risk and facilitate opportunities for students to take risks. The purpose of this article is to describe a conceptual framework IPSE program staff can use to assess the extent to which the supports and services they provide enable risk-taking opportunities for students in their program. The framework includes five steps: identify areas for growth, understand risks and rewards for students and stakeholders, evaluate natural supports and determine appropriate supplemental supports, identify and enable access to natural consequences, and reflect and plan for more authentic risk. An example of how to use the framework in the context of residential housing will be described.
{"title":"A Conceptual Framework for Enabling Risk in Inclusive Postsecondary Education Programs","authors":"Magen Rooney-Kron, April Regester, Jonathan Lidgus, Christopher R. J. Worth, J. Bumble, Lindsay S. Athamanah","doi":"10.1177/27324745221078599","DOIUrl":"https://doi.org/10.1177/27324745221078599","url":null,"abstract":"More students with intellectual and developmental disability (IDD) are attending post-secondary education than ever before. As more students with IDD enter college, inclusive post-secondary education programs (IPSE) will be required to make important decisions about the types of services and supports they provide. IPSE program staff should aim to provide supports and services that honor students’ dignity of risk and facilitate opportunities for students to take risks. The purpose of this article is to describe a conceptual framework IPSE program staff can use to assess the extent to which the supports and services they provide enable risk-taking opportunities for students in their program. The framework includes five steps: identify areas for growth, understand risks and rewards for students and stakeholders, evaluate natural supports and determine appropriate supplemental supports, identify and enable access to natural consequences, and reflect and plan for more authentic risk. An example of how to use the framework in the context of residential housing will be described.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132869353","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 : 2022-04-13DOI: 10.1177/27324745221082953
Holly N. Johnson, Megan E. Carpenter, Amanda M. Borosh, Rebecca Folkerts
Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportunities for inclusive education, strained relationships with educators, and increased likelihood of exposure to intrusive and harmful practices (e.g., restraint and seclusion), thus providing increased support for the use of effective behavioral interventions. Although research has shown that function-based interventions are more effective in addressing challenging behavior and these practices should be implemented for SSN who engage in challenging behavior, unfortunately these supports are often planned without involvement from the student. All students, including those with SSN, should have input in the selection and design of the supports they receive. Therefore, the purpose of this article is to provide educators with strategies for including student voice in the functional behavior assessment process and when developing a behavior support plan for students with SSN. We describe in detail methods for (a) gathering student input during the indirect assessment interview process, (b) administering direct preference assessments, and (c) increasing accessibility of these methods for students with SSN.
{"title":"Including Students With Significant Support Needs in the Development of Behavior Support Plans","authors":"Holly N. Johnson, Megan E. Carpenter, Amanda M. Borosh, Rebecca Folkerts","doi":"10.1177/27324745221082953","DOIUrl":"https://doi.org/10.1177/27324745221082953","url":null,"abstract":"Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportunities for inclusive education, strained relationships with educators, and increased likelihood of exposure to intrusive and harmful practices (e.g., restraint and seclusion), thus providing increased support for the use of effective behavioral interventions. Although research has shown that function-based interventions are more effective in addressing challenging behavior and these practices should be implemented for SSN who engage in challenging behavior, unfortunately these supports are often planned without involvement from the student. All students, including those with SSN, should have input in the selection and design of the supports they receive. Therefore, the purpose of this article is to provide educators with strategies for including student voice in the functional behavior assessment process and when developing a behavior support plan for students with SSN. We describe in detail methods for (a) gathering student input during the indirect assessment interview process, (b) administering direct preference assessments, and (c) increasing accessibility of these methods for students with SSN.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121669748","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 : 2022-03-29DOI: 10.1177/27324745211044452
Oscar E. Hughes
People with intellectual and developmental disabilities (I/DD), including those with significant support needs, continue to advocate for access to self-determination so that they can have choice and control in their lives. Under the purview of self-determination, people with I/DD should be able to determine how they express their gender. However, supporters sometimes enforce their own beliefs about gender, thus restricting people with I/DD to traditional gendered expectations of men and women. Through self-advocate stories and a review of research that has examined the experiences of gender-diverse people with I/DD, this article highlights the importance of supporting access to gender self-determination. I provide examples of how family members and professionals can support gender self-determination for people with I/DD, including those with significant support needs.
{"title":"Supporting Gender Self-Determination for People With Intellectual and Developmental Disabilities","authors":"Oscar E. Hughes","doi":"10.1177/27324745211044452","DOIUrl":"https://doi.org/10.1177/27324745211044452","url":null,"abstract":"People with intellectual and developmental disabilities (I/DD), including those with significant support needs, continue to advocate for access to self-determination so that they can have choice and control in their lives. Under the purview of self-determination, people with I/DD should be able to determine how they express their gender. However, supporters sometimes enforce their own beliefs about gender, thus restricting people with I/DD to traditional gendered expectations of men and women. Through self-advocate stories and a review of research that has examined the experiences of gender-diverse people with I/DD, this article highlights the importance of supporting access to gender self-determination. I provide examples of how family members and professionals can support gender self-determination for people with I/DD, including those with significant support needs.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126829219","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 : 2022-02-09DOI: 10.1177/27324745211039748
G. Francis, Jared L. Stanley
Age of majority refers to when a state legally considers a person to be an “adult.” For young adults with extensive support needs, this is often a time when individualized education program (IEP) teams discuss issues related to student decision-making, guardianship, and alternatives to guardianship. The purpose of this article is to provide IEP teams with considerations to prepare families (i.e., parents and their young adults with extensive support needs) to prepare for age of majority. The five considerations discussed are (a) providing information about guardianship and alternatives, (b) assessing and teaching decision-making skills, (c) practicing supported decision-making, (d) designing opportunities for failure and feedback, and (e) considering the need for emotional support.
{"title":"Preparing Families for Age of Majority: Five Considerations","authors":"G. Francis, Jared L. Stanley","doi":"10.1177/27324745211039748","DOIUrl":"https://doi.org/10.1177/27324745211039748","url":null,"abstract":"Age of majority refers to when a state legally considers a person to be an “adult.” For young adults with extensive support needs, this is often a time when individualized education program (IEP) teams discuss issues related to student decision-making, guardianship, and alternatives to guardianship. The purpose of this article is to provide IEP teams with considerations to prepare families (i.e., parents and their young adults with extensive support needs) to prepare for age of majority. The five considerations discussed are (a) providing information about guardianship and alternatives, (b) assessing and teaching decision-making skills, (c) practicing supported decision-making, (d) designing opportunities for failure and feedback, and (e) considering the need for emotional support.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122559564","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 : 2022-02-09DOI: 10.1177/27324745221074408
Elissa Lockman Turner, Sarah Bubash, Micah Fialka-Feldman, A. Hayes
All people need different supports to be successful in their daily lives. For individuals with intellectual disabilities, support needs have traditionally been agency-directed. Circles of Support shift the control over who identifies and directs those support needs from an agency-directed model to a self-directed model, putting the individual with an intellectual disability at the center of a self-selected team of individuals involved across all environments in their daily life. By reconceptualizing how individuals identify and receive supports, individuals are given the control and agency needed to live a self-determined life. This interview is with two people working together in a different way from traditional agency-directed supports, shifting control over decisions from the provider agency to the person with a disability, allowing for greater control over all areas of his life.
{"title":"Circles of Support and Self-Direction: An Interview Highlighting a Journey of Friendship and Managing Services","authors":"Elissa Lockman Turner, Sarah Bubash, Micah Fialka-Feldman, A. Hayes","doi":"10.1177/27324745221074408","DOIUrl":"https://doi.org/10.1177/27324745221074408","url":null,"abstract":"All people need different supports to be successful in their daily lives. For individuals with intellectual disabilities, support needs have traditionally been agency-directed. Circles of Support shift the control over who identifies and directs those support needs from an agency-directed model to a self-directed model, putting the individual with an intellectual disability at the center of a self-selected team of individuals involved across all environments in their daily life. By reconceptualizing how individuals identify and receive supports, individuals are given the control and agency needed to live a self-determined life. This interview is with two people working together in a different way from traditional agency-directed supports, shifting control over decisions from the provider agency to the person with a disability, allowing for greater control over all areas of his life.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128892642","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 : 2022-02-09DOI: 10.1177/27324745221074411
Elissa Lockman Turner, Mary Curran Mansouri
Paraprofessionals are often assigned to work one-on-one with students with disabilities and are often assigned to support students with extensive support needs in general education classrooms. Paraprofessionals have been found to enact effective practices only when given clearly defined roles and provided with direction around enacting these roles. We describe tangible ways special education teachers can create more effective partnerships with paraprofessionals to better support students. Specifically, we discuss ways to clearly define roles and responsibilities, how to embed training and support, ideas to engage in proactive scheduling to better support students, and ways to purposefully collaborate and build capacity to maximize the role of paraprofessionals.
{"title":"Tips for Special Education Teachers to Create Effective Partnerships With Paraprofessionals","authors":"Elissa Lockman Turner, Mary Curran Mansouri","doi":"10.1177/27324745221074411","DOIUrl":"https://doi.org/10.1177/27324745221074411","url":null,"abstract":"Paraprofessionals are often assigned to work one-on-one with students with disabilities and are often assigned to support students with extensive support needs in general education classrooms. Paraprofessionals have been found to enact effective practices only when given clearly defined roles and provided with direction around enacting these roles. We describe tangible ways special education teachers can create more effective partnerships with paraprofessionals to better support students. Specifically, we discuss ways to clearly define roles and responsibilities, how to embed training and support, ideas to engage in proactive scheduling to better support students, and ways to purposefully collaborate and build capacity to maximize the role of paraprofessionals.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114824598","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 : 2022-02-04DOI: 10.1177/27324745211039745
S. Toews, Alison L. Zagona
Providing successful inclusive learning environments for students with significant support needs (SSN) requires the natural integration of supports and individualized instruction into typical general education classrooms. In co-taught, inclusive classrooms, it is important that both general and special educators know how to support learning for all students with and without SSN. Collaborative professional development (CPD) has the potential to better support the implementation of inclusive practices, as educators may share their different areas of expertise by teaching each other their most impactful instructional strategies. The following article outlines a four-step CPD cycle that can guide teachers through multiple rounds of collaborative learning in which they support each other to learn new, high-impact teaching strategies. This CPD builds off research on effective professional development strategies, including the use of role-playing and practice-based feedback. Templates and examples are provided to support the implementation of this CPD cycle.
{"title":"Collaborative Professional Development to Support Inclusive Instruction","authors":"S. Toews, Alison L. Zagona","doi":"10.1177/27324745211039745","DOIUrl":"https://doi.org/10.1177/27324745211039745","url":null,"abstract":"Providing successful inclusive learning environments for students with significant support needs (SSN) requires the natural integration of supports and individualized instruction into typical general education classrooms. In co-taught, inclusive classrooms, it is important that both general and special educators know how to support learning for all students with and without SSN. Collaborative professional development (CPD) has the potential to better support the implementation of inclusive practices, as educators may share their different areas of expertise by teaching each other their most impactful instructional strategies. The following article outlines a four-step CPD cycle that can guide teachers through multiple rounds of collaborative learning in which they support each other to learn new, high-impact teaching strategies. This CPD builds off research on effective professional development strategies, including the use of role-playing and practice-based feedback. Templates and examples are provided to support the implementation of this CPD cycle.","PeriodicalId":208398,"journal":{"name":"Inclusive Practices","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116653474","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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