Pub Date : 2024-09-06DOI: 10.1177/15407969241279498
{"title":"Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.”","authors":"","doi":"10.1177/15407969241279498","DOIUrl":"https://doi.org/10.1177/15407969241279498","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"135 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-13DOI: 10.1177/15407969241268664
Elizabeth Liffley, Marisa H. Fisher
Children with intellectual and developmental disabilities and extensive support needs (ESN) face a high risk of experiencing traumatic events, which may lead to a myriad of negative mental and physical health and educational outcomes. Identifying symptoms and treating trauma, however, are challenging due to communication difficulties, vague or atypical symptom presentation, and limited assessment and treatment options. Using a community-engaged approach, educators would be beneficial partners for researchers as they are uniquely capable of overcoming these barriers. Due to their prolonged and daily interactions with children with ESN, educators are likely to recognize physical symptoms and changes in behavior that may quickly lead to the identification of trauma. Furthermore, their vast knowledge of children with ESN would help researchers develop and implement feasible school-based trauma treatments. Their capability makes them important partners in future research to address these problems. This Exchange explores the available literature on the identification and treatment of trauma among children with ESN as well as the role of educators in these processes and future research.
{"title":"A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs","authors":"Elizabeth Liffley, Marisa H. Fisher","doi":"10.1177/15407969241268664","DOIUrl":"https://doi.org/10.1177/15407969241268664","url":null,"abstract":"Children with intellectual and developmental disabilities and extensive support needs (ESN) face a high risk of experiencing traumatic events, which may lead to a myriad of negative mental and physical health and educational outcomes. Identifying symptoms and treating trauma, however, are challenging due to communication difficulties, vague or atypical symptom presentation, and limited assessment and treatment options. Using a community-engaged approach, educators would be beneficial partners for researchers as they are uniquely capable of overcoming these barriers. Due to their prolonged and daily interactions with children with ESN, educators are likely to recognize physical symptoms and changes in behavior that may quickly lead to the identification of trauma. Furthermore, their vast knowledge of children with ESN would help researchers develop and implement feasible school-based trauma treatments. Their capability makes them important partners in future research to address these problems. This Exchange explores the available literature on the identification and treatment of trauma among children with ESN as well as the role of educators in these processes and future research.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"30 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142179402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-01DOI: 10.1177/15407969241267283
Jennifer A. Kurth, Elissa Lockman Turner, Alison L. Zagona, Geonhwa Kim, Roxanne Loyless
Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree of specialized, intensive, and individualized instruction that occurs in these settings. We observed a national sample of 30 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Quantitative time sampling data indicated that students experienced passive learning opportunities and downtime, with few occasions to engage with other peers or grade-aligned content. Qualitative fieldnote data provided context for the quantitative results. These findings provide a picture of the low expectations that persist in segregated classrooms and contradict the need to remove students from general education to learn in segregated classrooms.
{"title":"Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study","authors":"Jennifer A. Kurth, Elissa Lockman Turner, Alison L. Zagona, Geonhwa Kim, Roxanne Loyless","doi":"10.1177/15407969241267283","DOIUrl":"https://doi.org/10.1177/15407969241267283","url":null,"abstract":"Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree of specialized, intensive, and individualized instruction that occurs in these settings. We observed a national sample of 30 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Quantitative time sampling data indicated that students experienced passive learning opportunities and downtime, with few occasions to engage with other peers or grade-aligned content. Qualitative fieldnote data provided context for the quantitative results. These findings provide a picture of the low expectations that persist in segregated classrooms and contradict the need to remove students from general education to learn in segregated classrooms.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"36 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-29DOI: 10.1177/15407969241261634
Karolyn J. Maurer, Alexandra Sturm, Connie Kasari
While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school ( N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed.
{"title":"Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements","authors":"Karolyn J. Maurer, Alexandra Sturm, Connie Kasari","doi":"10.1177/15407969241261634","DOIUrl":"https://doi.org/10.1177/15407969241261634","url":null,"abstract":"While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school ( N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"77 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/15407969241259365
Priya Lalvani, Eileen Osieja
This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings revealed the existence of problematic special education practices and illuminated the mechanisms through which ability-based segregation in schools is institutionally sanctioned. Many parents reported that placement in a general education environment with the provision of support was not considered by professionals at their children’s Individualized Education Program (IEP) meetings. Instead, they were informed that education in separate classrooms was in their children’s best interest. Parents pushed back and advocated for access and inclusivity, often investing immense amounts of time and resources toward this end. The findings shed light on special education discourses that are entrenched in ableist notions about disability and uphold an implicit ideology of separate but equal for students with certain disabilities.
{"title":"Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education","authors":"Priya Lalvani, Eileen Osieja","doi":"10.1177/15407969241259365","DOIUrl":"https://doi.org/10.1177/15407969241259365","url":null,"abstract":"This qualitative study examined the experiences of parents who sought inclusive education for their children with intellectual disabilities or extensive support needs. Data were collected from 33 participants in the form of narratives that emerged through semi-structured interviews and analyzed using a phenomenological methodology. Findings revealed the existence of problematic special education practices and illuminated the mechanisms through which ability-based segregation in schools is institutionally sanctioned. Many parents reported that placement in a general education environment with the provision of support was not considered by professionals at their children’s Individualized Education Program (IEP) meetings. Instead, they were informed that education in separate classrooms was in their children’s best interest. Parents pushed back and advocated for access and inclusivity, often investing immense amounts of time and resources toward this end. The findings shed light on special education discourses that are entrenched in ableist notions about disability and uphold an implicit ideology of separate but equal for students with certain disabilities.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"8 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-22DOI: 10.1177/15407969241259386
Frank R. Rusch
{"title":"Tribute to Dennis E. Mithaug","authors":"Frank R. Rusch","doi":"10.1177/15407969241259386","DOIUrl":"https://doi.org/10.1177/15407969241259386","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"2016 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-27DOI: 10.1177/15407969241252360
Kirsten R. Lansey, Lewis Jackson, Martin Agran, Diane Ryndak, J. Matt Jameson
The least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A: >80%; Placement B: 40-79%; Placement C: <40%). The mandate and its continuum of placements are predicated on the assumption that students can transition to less restrictive contexts, and that each placement will provide students with the skills needed to succeed in less restrictive contexts and, ultimately, in Placement A. Results from this descriptive analysis of survey responses from a sample of teachers and administrators of 98 elementary students with complex support needs indicate that less time in general education (Placements B and C) results in decreased access to single-grade classes, educator expertise, grade-aligned instructional materials, and general education curriculum. Furthermore, for most of the variables analyzed, the data suggest that Placement B is more closely aligned with Placement C than with Placement A, suggesting that it may function as a restrictive placement. We argue that current LRE implementation is resulting in placement and progress stagnation. To allow students with complex support needs to have inclusive and equitable learning opportunities, LRE must shift away from the concept of percentage of time in general education to requirements of student access to instruction on state-adopted grade-level general education standards within general education contexts and curriculum.
在过去的五十年里，"限制最少的环境"(LRE) 的规定一直在驱动着课堂分班决策。其衡量标准是学生在普通教育环境中所占的时间百分比（即 A 级安置：80%；B 级安置：40-79%；C 级安置：40%）。对 98 名有复杂支持需求的小学生的教师和管理人员的抽样调查结果进行的描述性分析表明，在普通教育（安置 B 和 C）中的时间减少会导致学生接触单年级班级、教育专家、与年级一致的教学材料和普通教育课程的机会减少。此外，就分析的大多数变量而言，数据表明，安置 B 与安置 C 的关系比与安置 A 的关系更为密切，这表明安置 B 可能起到限制性安置的作用。我们认为，目前实施的 LRE 造成了安置和进步的停滞。为了让有复杂支持需求的学生获得全纳和公平的学习机会，"本地学习资源分配 "必须从普通教育时间百分比的概念转变为要求学生在普通教育环境和课程中获得州采纳的年级普通教育标准的教学。
{"title":"A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs","authors":"Kirsten R. Lansey, Lewis Jackson, Martin Agran, Diane Ryndak, J. Matt Jameson","doi":"10.1177/15407969241252360","DOIUrl":"https://doi.org/10.1177/15407969241252360","url":null,"abstract":"The least restrictive environment (LRE) mandate has driven classroom placement decisions for the last five decades. It has been measured as the percentage of time students spend in general education contexts (i.e., Placement A: >80%; Placement B: 40-79%; Placement C: <40%). The mandate and its continuum of placements are predicated on the assumption that students can transition to less restrictive contexts, and that each placement will provide students with the skills needed to succeed in less restrictive contexts and, ultimately, in Placement A. Results from this descriptive analysis of survey responses from a sample of teachers and administrators of 98 elementary students with complex support needs indicate that less time in general education (Placements B and C) results in decreased access to single-grade classes, educator expertise, grade-aligned instructional materials, and general education curriculum. Furthermore, for most of the variables analyzed, the data suggest that Placement B is more closely aligned with Placement C than with Placement A, suggesting that it may function as a restrictive placement. We argue that current LRE implementation is resulting in placement and progress stagnation. To allow students with complex support needs to have inclusive and equitable learning opportunities, LRE must shift away from the concept of percentage of time in general education to requirements of student access to instruction on state-adopted grade-level general education standards within general education contexts and curriculum.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"66 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141171536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1177/15407969241247814
Sudha Krishnan
This qualitative study examined educational professionals’ experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs.
{"title":"Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs","authors":"Sudha Krishnan","doi":"10.1177/15407969241247814","DOIUrl":"https://doi.org/10.1177/15407969241247814","url":null,"abstract":"This qualitative study examined educational professionals’ experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"44 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140935801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-09DOI: 10.1177/15407969241252656
John O’Brien
{"title":"Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift","authors":"John O’Brien","doi":"10.1177/15407969241252656","DOIUrl":"https://doi.org/10.1177/15407969241252656","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"134 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140935804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1177/15407969241247815
Adriana Frates, Fred Spooner, Belva Collins, Patricia Peterson
In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed.
{"title":"The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs","authors":"Adriana Frates, Fred Spooner, Belva Collins, Patricia Peterson","doi":"10.1177/15407969241247815","DOIUrl":"https://doi.org/10.1177/15407969241247815","url":null,"abstract":"In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"54 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140829094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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