Pub Date : 2020-03-01DOI: 10.1177/1540796919878134
M. Agran, L. Jackson, Jennifer A. Kurth, Diane L. Ryndak, Kristin K. Burnette, Matt Jameson, Alison L. Zagona, Heather Fitzpatrick, M. Wehmeyer
Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.
{"title":"Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors","authors":"M. Agran, L. Jackson, Jennifer A. Kurth, Diane L. Ryndak, Kristin K. Burnette, Matt Jameson, Alison L. Zagona, Heather Fitzpatrick, M. Wehmeyer","doi":"10.1177/1540796919878134","DOIUrl":"https://doi.org/10.1177/1540796919878134","url":null,"abstract":"Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"13 - 4"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919878134","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41735738","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 : 2020-03-01DOI: 10.1177/1540796919890924
J. McLeskey
Little progress has been made in the last 20 years toward developing and sustaining effective inclusive programs for students with severe disabilities. An article by Agran and colleagues examines factors that contribute to this lack of progress and provides some initial discussion regarding alternatives for addressing this seemingly intractable problem. This article extends the discussion by Agran and colleagues by providing recommendations regarding the use of a positive deviance approach to systemic change and school improvement, and also recommends that advocacy efforts are needed to ensure that principals are well prepared to support these efforts.
{"title":"Reflections on Future Directions for Including Students with Severe Disabilities","authors":"J. McLeskey","doi":"10.1177/1540796919890924","DOIUrl":"https://doi.org/10.1177/1540796919890924","url":null,"abstract":"Little progress has been made in the last 20 years toward developing and sustaining effective inclusive programs for students with severe disabilities. An article by Agran and colleagues examines factors that contribute to this lack of progress and provides some initial discussion regarding alternatives for addressing this seemingly intractable problem. This article extends the discussion by Agran and colleagues by providing recommendations regarding the use of a positive deviance approach to systemic change and school improvement, and also recommends that advocacy efforts are needed to ensure that principals are well prepared to support these efforts.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"45 - 50"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919890924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45039338","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 : 2020-03-01DOI: 10.1177/1540796919893053
J. Kauffman, J. Travers, Jeanmarie Badar
We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are supportive of placement in general education for children with severe disabilities when it is appropriate.
{"title":"Why Some Students with Severe Disabilities Are Not Placed in General Education","authors":"J. Kauffman, J. Travers, Jeanmarie Badar","doi":"10.1177/1540796919893053","DOIUrl":"https://doi.org/10.1177/1540796919893053","url":null,"abstract":"We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are supportive of placement in general education for children with severe disabilities when it is appropriate.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"28 - 33"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919893053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970847","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 : 2020-03-01DOI: 10.1177/1540796919892740
H. Kleinert
In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues.
{"title":"Students With the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion","authors":"H. Kleinert","doi":"10.1177/1540796919892740","DOIUrl":"https://doi.org/10.1177/1540796919892740","url":null,"abstract":"In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be contributing to separate placements for students with the most significant disabilities. Finally, I provide some promising resources that may help to address these persistent issues.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"34 - 38"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919892740","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48155508","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 : 2020-03-01DOI: 10.1177/1540796919895970
T. Vandercook, Deborah J. Taub, Tayler Loiselle, Amanda C. Shopa
This article addresses particular aspects of the Agran et al. identified determinants related to inclusive educational practices for students with severe disabilities. More specifically, this article focuses on perceptions of competency in students with severe disabilities and the resulting placement decisions, as well as facilitating systemic change to build inclusive systems. The discussion focuses on how the determinant related to perceptions of competency and the four elements of systems change identified by Agran et al. play a part in the ongoing lack of inclusion for these students. This response uses the frame of a basic change model to further the discussion on the important question of why students with severe disabilities are not being placed in general education classrooms.
{"title":"Why Students with Severe Disabilities Are Not Being Placed in General Education Classrooms: Using the Frame of a Basic Change Model to Expand the Discussion","authors":"T. Vandercook, Deborah J. Taub, Tayler Loiselle, Amanda C. Shopa","doi":"10.1177/1540796919895970","DOIUrl":"https://doi.org/10.1177/1540796919895970","url":null,"abstract":"This article addresses particular aspects of the Agran et al. identified determinants related to inclusive educational practices for students with severe disabilities. More specifically, this article focuses on perceptions of competency in students with severe disabilities and the resulting placement decisions, as well as facilitating systemic change to build inclusive systems. The discussion focuses on how the determinant related to perceptions of competency and the four elements of systems change identified by Agran et al. play a part in the ongoing lack of inclusion for these students. This response uses the frame of a basic change model to further the discussion on the important question of why students with severe disabilities are not being placed in general education classrooms.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"63 - 68"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919895970","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719273","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 : 2020-03-01DOI: 10.1177/1540796919900951
K. Gee
Agran and colleagues have not only summarized the research on inclusive education, but they have also summed up the frustrations of many of us who have been working with families, teachers, and administrators to facilitate the inclusion of children and young adults with severe disabilities over many years. My response takes some of their most salient points even a step further, with some additional critical perspectives. The persistent segregation of individuals with the most extensive support needs is a social justice issue. This article focuses on the reasons for ongoing discrimination, including implicit biases and perceptions of competence, lack of preparation and experiences among key stakeholders, the people who benefit from segregation, and the misguided approach of “gradual inclusion.” It concludes with a plea for new laws and legislative mandates.
{"title":"Why Indeed?","authors":"K. Gee","doi":"10.1177/1540796919900951","DOIUrl":"https://doi.org/10.1177/1540796919900951","url":null,"abstract":"Agran and colleagues have not only summarized the research on inclusive education, but they have also summed up the frustrations of many of us who have been working with families, teachers, and administrators to facilitate the inclusion of children and young adults with severe disabilities over many years. My response takes some of their most salient points even a step further, with some additional critical perspectives. The persistent segregation of individuals with the most extensive support needs is a social justice issue. This article focuses on the reasons for ongoing discrimination, including implicit biases and perceptions of competence, lack of preparation and experiences among key stakeholders, the people who benefit from segregation, and the misguided approach of “gradual inclusion.” It concludes with a plea for new laws and legislative mandates.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"18 - 22"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919900951","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44416995","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 : 2020-03-01DOI: 10.1177/1540796920909171
S. Dymond, E. Carter
{"title":"Why Aren’t Students With Severe Disabilities Being Placed in General Education Classrooms: Introduction to the Special Issue","authors":"S. Dymond, E. Carter","doi":"10.1177/1540796920909171","DOIUrl":"https://doi.org/10.1177/1540796920909171","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"3 - 3"},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920909171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42722111","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 : 2020-02-26DOI: 10.1177/1540796920907342
H. Meadan, Rebecca E. Hacker
{"title":"Book Review: Interventions for Individuals with Autism Spectrum Disorder and Complex Communication Needs by Ganz, B. G., & Simpson, R. L.","authors":"H. Meadan, Rebecca E. Hacker","doi":"10.1177/1540796920907342","DOIUrl":"https://doi.org/10.1177/1540796920907342","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"212 - 214"},"PeriodicalIF":2.5,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920907342","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45891165","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 : 2020-02-20DOI: 10.1177/1540796920904179
M. E. Herbert, Matthew E. Brock, Mary A Barczak, E. J. Anderson
Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.
{"title":"Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs","authors":"M. E. Herbert, Matthew E. Brock, Mary A Barczak, E. J. Anderson","doi":"10.1177/1540796920904179","DOIUrl":"https://doi.org/10.1177/1540796920904179","url":null,"abstract":"Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"114 - 98"},"PeriodicalIF":2.5,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920904179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65405336","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 : 2020-02-15DOI: 10.1177/1540796919901269
Sue Swenson
The role of parents in placement decisions is not mentioned in the foundational paper written by Agran et al. This essay explores the various ways parents are absent in the bureaucracy and in the everyday life of schools and communities. Some of the principles of the Individuals with Disabilities Education Act are thought to be at the heart of the problem, along with attitudes of ableism and a general neglect of human rights. An inclusive education of the heart is recommended.
{"title":"Here But Not Here","authors":"Sue Swenson","doi":"10.1177/1540796919901269","DOIUrl":"https://doi.org/10.1177/1540796919901269","url":null,"abstract":"The role of parents in placement decisions is not mentioned in the foundational paper written by Agran et al. This essay explores the various ways parents are absent in the bureaucracy and in the everyday life of schools and communities. Some of the principles of the Individuals with Disabilities Education Act are thought to be at the heart of the problem, along with attitudes of ableism and a general neglect of human rights. An inclusive education of the heart is recommended.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":"45 1","pages":"51 - 55"},"PeriodicalIF":2.5,"publicationDate":"2020-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919901269","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43954449","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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