Pub Date : 2020-09-10DOI: 10.1177/1540796920953826
Lindsay S. Athamanah, M. Fisher, Connie Sung, Jinny E. Han
Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors (n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.
{"title":"The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities","authors":"Lindsay S. Athamanah, M. Fisher, Connie Sung, Jinny E. Han","doi":"10.1177/1540796920953826","DOIUrl":"https://doi.org/10.1177/1540796920953826","url":null,"abstract":"Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors (n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920953826","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49139056","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 : 2020-08-06DOI: 10.1177/1540796920943469
K. Gee, Mar’a González, Carrie Cooper
This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.
{"title":"Outcomes of Inclusive Versus Separate Placements: A Matched Pairs Comparison Study","authors":"K. Gee, Mar’a González, Carrie Cooper","doi":"10.1177/1540796920943469","DOIUrl":"https://doi.org/10.1177/1540796920943469","url":null,"abstract":"This quasi-experimental study focused on 15 pairs of children with extensive support needs, matched across 12 characteristics based on their first complete Individual Education Program (IEP) in the school district. One child in each pair was included in general education for 80% or more of their day from their first IEP to the most current IEP at the time of the study. The other child in the pair was placed in a separate special education class, and was served there from the first IEP to the last IEP. All children were observed over a typical school day with time-sampling data collected on the types of activities, the contexts, and the types of engagement that occurred. In addition, outcome data from the first IEP to the most current IEP in the district were analyzed across three variables: communication levels, literacy levels, and numeracy levels. Results indicated that students in the general education classrooms had a significant, large effect size as compared with their pairs in separate classrooms on several variables. In addition, students in the general education classrooms demonstrated highly significant levels of progress as compared with the students in separate classrooms. Implications related to placement, disability characteristics, progress, and policy are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920943469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47999940","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 : 2020-06-11DOI: 10.1177/1540796920927656
Elizabeth Foster, Lisa M. Silliman-French, M. Grenier
This study examined parents’ perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents’ perceptions. Semi-structured interviews were administrated to 23 parents of children with CHARGE syndrome to ascertain the degree to which individual, environmental, or task constraints impacted their child’s development of independent walking. Data analysis was conducted through direct content analysis based on the DST. Parents reported that the task of walking was impacted by individual constraints, both structural and functional, and environmental constraints, such as space, surface area, and the use of furniture. Recommended interventions for professionals who work with children who are deafblind include manipulation and adaptation of environmental and task constraints.
{"title":"Parents’ Perceptions of Constraints Impacting the Development of Walking in Children with CHARGE Syndrome","authors":"Elizabeth Foster, Lisa M. Silliman-French, M. Grenier","doi":"10.1177/1540796920927656","DOIUrl":"https://doi.org/10.1177/1540796920927656","url":null,"abstract":"This study examined parents’ perceptions of constraints that impact the attainment of independent walking in children with CHARGE syndrome. This syndrome is a multifaceted syndrome including a degree of vision and hearing loss at birth. The Dynamic Systems Theory (DST) was used as an ecological lens to provide insight into the complexity of issues impacting independent walking from the parents’ perceptions. Semi-structured interviews were administrated to 23 parents of children with CHARGE syndrome to ascertain the degree to which individual, environmental, or task constraints impacted their child’s development of independent walking. Data analysis was conducted through direct content analysis based on the DST. Parents reported that the task of walking was impacted by individual constraints, both structural and functional, and environmental constraints, such as space, surface area, and the use of furniture. Recommended interventions for professionals who work with children who are deafblind include manipulation and adaptation of environmental and task constraints.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920927656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42296306","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 : 2020-06-01DOI: 10.1177/1540796919872210
R. Horner, J. Halle
We summarize three changes in education that have direct relevance for the education of students with severe disabilities: (a) adoption of multi-tiered system of supports as a framework for intervention, (b) delivering educational reform at the “whole school” level, and (c) advances in information technology that are altering the type and utility of data available not just for policy making but for day-to-day decision making in schools. The opportunities that arise from these three changes hold promise for improving the education of students with severe disabilities, but only if educators, advocates, and decision makers capture and shape how these changes are applied.
{"title":"Implications of Emerging Educational Reforms for Individuals With Severe Disabilities","authors":"R. Horner, J. Halle","doi":"10.1177/1540796919872210","DOIUrl":"https://doi.org/10.1177/1540796919872210","url":null,"abstract":"We summarize three changes in education that have direct relevance for the education of students with severe disabilities: (a) adoption of multi-tiered system of supports as a framework for intervention, (b) delivering educational reform at the “whole school” level, and (c) advances in information technology that are altering the type and utility of data available not just for policy making but for day-to-day decision making in schools. The opportunities that arise from these three changes hold promise for improving the education of students with severe disabilities, but only if educators, advocates, and decision makers capture and shape how these changes are applied.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919872210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43932214","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 : 2020-05-13DOI: 10.1177/1540796920922956
D. Biklen
{"title":"Remembering and Honoring Christopher Kliewer","authors":"D. Biklen","doi":"10.1177/1540796920922956","DOIUrl":"https://doi.org/10.1177/1540796920922956","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920922956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45692833","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 : 2020-04-27DOI: 10.1177/1540796920914969
Amy J. Olson, Carly Roberts
Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.
{"title":"Navigating Barriers as Special Education Teacher Educators","authors":"Amy J. Olson, Carly Roberts","doi":"10.1177/1540796920914969","DOIUrl":"https://doi.org/10.1177/1540796920914969","url":null,"abstract":"Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920914969","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42639773","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}
This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.
{"title":"Effects of Peer-Mediated Instruction With AAC on Science Learning and Communitive Responses of Students With Significant Cognitive Disabilities in Taiwan","authors":"Ya-ping Wu, Ming-Chung Chen, Ya-yu Lo, Chun-Han Chiang","doi":"10.1177/1540796919900955","DOIUrl":"https://doi.org/10.1177/1540796919900955","url":null,"abstract":"This study examined the effects of an intervention that integrated peer-mediated instruction (PMI) with augmentative and alternative communication (AAC) using speech-generating devices (SGDs). Nine trained peer tutors without disabilities taught science concepts and modeled use of SGDs following a script to three elementary school students with significant cognitive disabilities in Taiwan. Using a multiple baseline across participants design, results showed the PMI with AAC intervention was effective in improving participants’ targeted science knowledge. In addition, participants increased their communicative interactions with peers and increased the use of different communication modes during the science experiment activities with the implementation of PMI with AAC, when compared to the communication responses during the general teaching strategy.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919900955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45768402","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 : 2020-04-09DOI: 10.1177/1540796920913867
Collin Shepley, Justin D. Lane, M. Ault
The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.
最小提示响应提示程序制度在特殊教育研究和实践中有着丰富的历史。最近，进行了两项独立的系统评价，以确定提示最少的系统是否符合归类为循证实践的标准。两篇综述都使用了由What Works Clearinghouse开发的单一案例设计标准来评估研究的严谨性和效果;然而，在不同的综述中，结果和含义有很大的不同。我们检查了支持每项综述的数据，并讨论了使用相同的评估研究标准对同一主题领域进行的两项综述如何得出不同的结论。结果表明，不同的搜索参数、视觉分析协议和设计标准分配的灵活性可能导致差异。我们讨论了关于特殊教育复制研究的同一主题领域的多篇文献综述的重要性。此外，我们强调在此类审查中开放数据的必要性。最后，我们建议从业者和研究人员应该如何共同解释从审查最少提示系统的综述中得出的不同发现和结论。
{"title":"Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards","authors":"Collin Shepley, Justin D. Lane, M. Ault","doi":"10.1177/1540796920913867","DOIUrl":"https://doi.org/10.1177/1540796920913867","url":null,"abstract":"The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920913867","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45052239","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 : 2020-03-18DOI: 10.1177/1540796920911160
L. Romer
{"title":"TASH Co-Founder Dr. Norris Haring Passes Away","authors":"L. Romer","doi":"10.1177/1540796920911160","DOIUrl":"https://doi.org/10.1177/1540796920911160","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796920911160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47890209","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: 10.1177/1540796919895971
D. Lehr
Data reveal that insufficient progress has been made in increasing the number of students with severe disabilities who are educated in general education classes. Agran et al. asked why this is happening and discussed determinants that may be affecting placement decisions that serve to segregate students from their peers. This article is a review of the circumstances that have facilitated the movement of students with both severe disabilities and complex health care needs from hospitals and homes, and into school buildings. It also extends Agran et al.’s discussion to placement decisions that may be affecting this specific group of students.
{"title":"Placement of Students with Severe Disabilities Who Have Complex Health Care Needs in General Education Classes","authors":"D. Lehr","doi":"10.1177/1540796919895971","DOIUrl":"https://doi.org/10.1177/1540796919895971","url":null,"abstract":"Data reveal that insufficient progress has been made in increasing the number of students with severe disabilities who are educated in general education classes. Agran et al. asked why this is happening and discussed determinants that may be affecting placement decisions that serve to segregate students from their peers. This article is a review of the circumstances that have facilitated the movement of students with both severe disabilities and complex health care needs from hospitals and homes, and into school buildings. It also extends Agran et al.’s discussion to placement decisions that may be affecting this specific group of students.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1540796919895971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41854583","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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