Pub Date : 2022-11-04DOI: 10.1177/15407969221132248
L. Jackson, M. Agran, Kirsten R. Lansey, D. Baker, Somer Matthews, Heather Fitzpatrick, Matt Jameson, Diane L. Ryndak, Kristin K. Burnette, Debbie Taub
Research has begun to identify the breadth and complexity of contextual variables that impact the opportunities, services, and supports students with complex support needs receive across different classroom placements. Indeed, as research has suggested, placement in and of itself may determine the schooling experiences of these students in ways that can enhance or constrain the outcomes of the educational process. This study examined an array of contextual variables in relation to four types of placement in which students with complex support needs might be placed for educational services by their Individualized Education Program teams. Placements were defined in terms of percent of the school day students had access to age-level general education classes, ranging between no access (separate school) to 80% or higher (“inclusive”). The investigation used surveys completed by a national sample of special and general educators and administrators. Completed surveys were obtained for 117 students with complex support needs across all four types of placement. The findings revealed potential relationships between a number of contextual variables and placement, suggesting that: (a) student opportunities and experiences vary systematically in relation to the amount of access they have to general education classrooms and (b) the application of the Least Restrictive Environment process, with its tacit endorsement of segregated settings and specialized programs, may in fact negatively impact the education of many of these students. Implications of these findings and future research needs are discussed.
{"title":"Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs","authors":"L. Jackson, M. Agran, Kirsten R. Lansey, D. Baker, Somer Matthews, Heather Fitzpatrick, Matt Jameson, Diane L. Ryndak, Kristin K. Burnette, Debbie Taub","doi":"10.1177/15407969221132248","DOIUrl":"https://doi.org/10.1177/15407969221132248","url":null,"abstract":"Research has begun to identify the breadth and complexity of contextual variables that impact the opportunities, services, and supports students with complex support needs receive across different classroom placements. Indeed, as research has suggested, placement in and of itself may determine the schooling experiences of these students in ways that can enhance or constrain the outcomes of the educational process. This study examined an array of contextual variables in relation to four types of placement in which students with complex support needs might be placed for educational services by their Individualized Education Program teams. Placements were defined in terms of percent of the school day students had access to age-level general education classes, ranging between no access (separate school) to 80% or higher (“inclusive”). The investigation used surveys completed by a national sample of special and general educators and administrators. Completed surveys were obtained for 117 students with complex support needs across all four types of placement. The findings revealed potential relationships between a number of contextual variables and placement, suggesting that: (a) student opportunities and experiences vary systematically in relation to the amount of access they have to general education classrooms and (b) the application of the Least Restrictive Environment process, with its tacit endorsement of segregated settings and specialized programs, may in fact negatively impact the education of many of these students. Implications of these findings and future research needs are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47067560","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 : 2022-11-01DOI: 10.1177/15407969221134923
Jennifer A. Kurth, Elissa Lockman Turner, Daria Gerasimova, Tyler A. Hicks, Alison L. Zagona, Kirsten R. Lansey, M. Mansouri, K. Lyon, Matt Jameson, Roxanne Loyless, Jesse R. Pace
Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.
{"title":"An Investigation of IEP Quality Associated With Special Education Placement for Students With Complex Support Needs","authors":"Jennifer A. Kurth, Elissa Lockman Turner, Daria Gerasimova, Tyler A. Hicks, Alison L. Zagona, Kirsten R. Lansey, M. Mansouri, K. Lyon, Matt Jameson, Roxanne Loyless, Jesse R. Pace","doi":"10.1177/15407969221134923","DOIUrl":"https://doi.org/10.1177/15407969221134923","url":null,"abstract":"Students with complex support needs require individualized education programs (IEPs) to describe their present levels of academic achievement and functional performance (PLAAFP), and the annual goals and supplementary aids and services (SAS) that will be provided to enable them to make progress in the least restrictive environment. Previous research has found that IEPs do not reflect recommended practices and that IEP quality varies by educational placement in inclusive and separate class settings. The purpose of this study was to evaluate a national sample of IEPs of elementary-aged students with complex support needs to determine whether placement predicts IEP quality. We used multilevel regression to measure the extent to which placement predicts overall IEP quality as well as the quality of IEP components, including PLAAFP, goals, and SAS. We did not detect statistically significant differences in IEP quality by placement for any of these IEP components or for overall quality; instead, we found the IEPs consistently failed to meet quality indicators across all four placement types. Given these findings, we suggest implications for future research aimed at improving IEP quality for students with complex support needs.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45701692","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 : 2022-11-01DOI: 10.1177/15407969221136538
J. Jameson, Tyler A. Hicks, Kirsten R. Lansey, Jennifer A. Kurth, L. Jackson, Alison L. Zagona, Kristin K. Burnette, M. Agran, K. Shogren, Jesse R. Pace
Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that the opportunities for, and importance of, social contacts for students with complex support needs vary by educational placement. The purpose of this study was to evaluate a national sample of 92 elementary-aged students with complex support needs to determine whether placement predicts the number and importance of social contacts. We used multilevel regression analysis to measure the extent to which placement predicts the number of social contacts and teachers’ ratings of importance. Students in inclusive placements had almost 50% more social contacts than students in a segregated school. Furthermore, teachers’ perceptions of the social significance of the contacts experienced by students with complex support needs were notably higher in inclusive settings. Given these findings, we suggest implications for practice and future research.
{"title":"Predicting the Frequency and Significance of Social Contacts Across Placements: A Bayesian Multilevel Model Analysis","authors":"J. Jameson, Tyler A. Hicks, Kirsten R. Lansey, Jennifer A. Kurth, L. Jackson, Alison L. Zagona, Kristin K. Burnette, M. Agran, K. Shogren, Jesse R. Pace","doi":"10.1177/15407969221136538","DOIUrl":"https://doi.org/10.1177/15407969221136538","url":null,"abstract":"Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that the opportunities for, and importance of, social contacts for students with complex support needs vary by educational placement. The purpose of this study was to evaluate a national sample of 92 elementary-aged students with complex support needs to determine whether placement predicts the number and importance of social contacts. We used multilevel regression analysis to measure the extent to which placement predicts the number of social contacts and teachers’ ratings of importance. Students in inclusive placements had almost 50% more social contacts than students in a segregated school. Furthermore, teachers’ perceptions of the social significance of the contacts experienced by students with complex support needs were notably higher in inclusive settings. Given these findings, we suggest implications for practice and future research.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46398289","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 : 2022-09-29DOI: 10.1177/15407969221126496
Alison L. Zagona, Jennifer A. Kurth, Elissa Lockman Turner, Jesse R. Pace, K. Shogren, Kirsten R. Lansey, Matt Jameson, Kristin K. Burnette, M. Mansouri, Tyler A. Hicks, Daria Gerasimova
Students with complex support needs frequently experience restrictive educational placements such as self-contained and separate school classrooms. Given the need to support students with complex support needs to experience positive outcomes and make progress in the general education curriculum, there is a need to investigate the characteristics of the classroom contexts in which they are learning. The purpose of this study was to use ecobehavioral assessment observation methods to investigate how student behaviors, educator behaviors, and classroom ecology vary across general education, resource, self-contained, and separate school classrooms. We observed 116 students with complex support needs across the United States, and results indicated that contextual features of resource, self-contained, and separate school classrooms do not offer superior levels of instruction or supports for students with complex support needs as compared with general education classrooms. We were more likely to observe no one interacting with the focus student, no instruction, and the presence of distractions in self-contained and separate school classrooms compared with general education classrooms. Implications for policy, research, and practice are presented.
{"title":"Ecobehavioral Analysis of the Experiences of Students With Complex Support Needs in Different Classroom Types","authors":"Alison L. Zagona, Jennifer A. Kurth, Elissa Lockman Turner, Jesse R. Pace, K. Shogren, Kirsten R. Lansey, Matt Jameson, Kristin K. Burnette, M. Mansouri, Tyler A. Hicks, Daria Gerasimova","doi":"10.1177/15407969221126496","DOIUrl":"https://doi.org/10.1177/15407969221126496","url":null,"abstract":"Students with complex support needs frequently experience restrictive educational placements such as self-contained and separate school classrooms. Given the need to support students with complex support needs to experience positive outcomes and make progress in the general education curriculum, there is a need to investigate the characteristics of the classroom contexts in which they are learning. The purpose of this study was to use ecobehavioral assessment observation methods to investigate how student behaviors, educator behaviors, and classroom ecology vary across general education, resource, self-contained, and separate school classrooms. We observed 116 students with complex support needs across the United States, and results indicated that contextual features of resource, self-contained, and separate school classrooms do not offer superior levels of instruction or supports for students with complex support needs as compared with general education classrooms. We were more likely to observe no one interacting with the focus student, no instruction, and the presence of distractions in self-contained and separate school classrooms compared with general education classrooms. Implications for policy, research, and practice are presented.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44864732","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 : 2022-08-23DOI: 10.1177/15407969221119848
Amanda L. Miller
The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.
{"title":"Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities","authors":"Amanda L. Miller","doi":"10.1177/15407969221119848","DOIUrl":"https://doi.org/10.1177/15407969221119848","url":null,"abstract":"The experiences of girls of color labeled with significant cognitive disabilities in middle school and high school have historically been excluded from educational research. This study sought to better understand how girls of color labeled with significant cognitive disabilities navigated multimodal discourses and classroom practices as well as how they were impacted by them. Using Disability Critical Race Theory and critical discourse theory, six students were focal participants and eight educators were secondary participants. Multiple case studies were used with primary (i.e., observations, audio/video recordings) and secondary (i.e., interviews, focus groups) data sources. Findings revealed how focal participants showed their discursive resourcefulness, despite absent communication supports and prioritization of oral/aural communication. Students also repositioned themselves in response to marginalization through talk and actions. Implications for research and practice are discussed. This study underscores the necessity of centering the experiences of girls of color labeled with significant cognitive disabilities in educational research to improve their school experiences.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47096427","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 : 2022-08-21DOI: 10.1177/15407969221120705
Michael J. Brogioli
{"title":"A Message from the TASH Executive Director to the RPSD Readership","authors":"Michael J. Brogioli","doi":"10.1177/15407969221120705","DOIUrl":"https://doi.org/10.1177/15407969221120705","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375168","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 : 2022-08-21DOI: 10.1177/15407969221119137
Sunaina Shenoy, J. S. de Valenzuela, Rosalía Pacheco
Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services are often deemphasized compared with special education services for students with significant cognitive disabilities (SCDs). We highlight the intersectional nature of educational inequities faced by ELs with SCDs by briefly examining the implications of current legal requirements and offering a critique of LPAs, particularly those designed for students with SCDs. The difficulty of identifying the relative contributions of both limited English proficiency and disability to perceived deficits in English language proficiency is especially salient for students with SCDs, as their communication challenges may be misunderstood as primarily stemming from their underlying disability. This issue raises concerns about how English language proficiency should be understood for ELs with SCDs. A failure to understand this in turn may lead to inaccurate results in diagnostic testing, in addition to inequitable access to appropriate EL services. Finally, a case is made for alternative processes that could increase access to appropriate educational programs and foster increased educational equity.
{"title":"Reimagining Language Proficiency Assessment for English Learners with Significant Cognitive Disabilities","authors":"Sunaina Shenoy, J. S. de Valenzuela, Rosalía Pacheco","doi":"10.1177/15407969221119137","DOIUrl":"https://doi.org/10.1177/15407969221119137","url":null,"abstract":"Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services are often deemphasized compared with special education services for students with significant cognitive disabilities (SCDs). We highlight the intersectional nature of educational inequities faced by ELs with SCDs by briefly examining the implications of current legal requirements and offering a critique of LPAs, particularly those designed for students with SCDs. The difficulty of identifying the relative contributions of both limited English proficiency and disability to perceived deficits in English language proficiency is especially salient for students with SCDs, as their communication challenges may be misunderstood as primarily stemming from their underlying disability. This issue raises concerns about how English language proficiency should be understood for ELs with SCDs. A failure to understand this in turn may lead to inaccurate results in diagnostic testing, in addition to inequitable access to appropriate EL services. Finally, a case is made for alternative processes that could increase access to appropriate educational programs and foster increased educational equity.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41922453","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 : 2022-08-21DOI: 10.1177/15407969221120233
Charles Dukes, S. Darling, Christopher J. Rivera
In this special section of Research and Practice for Persons with Severe Disabilities (RPSD), the intersection of race, ethnicity, culture, and language influences schooling (i.e., what is taught, how, and where) for students of color with significant cognitive disabilities is explored. Contemporary issues facing people of color with severe disabilities are introduced with attention paid to a call for a “way forward.”
{"title":"Examining the Intersection of Race, Ethnicity, Culture, Language, and Severe Disability: In Search of Equitable Schooling","authors":"Charles Dukes, S. Darling, Christopher J. Rivera","doi":"10.1177/15407969221120233","DOIUrl":"https://doi.org/10.1177/15407969221120233","url":null,"abstract":"In this special section of Research and Practice for Persons with Severe Disabilities (RPSD), the intersection of race, ethnicity, culture, and language influences schooling (i.e., what is taught, how, and where) for students of color with significant cognitive disabilities is explored. Contemporary issues facing people of color with severe disabilities are introduced with attention paid to a call for a “way forward.”","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45698810","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 : 2022-07-28DOI: 10.1177/15407969221113590
Adriana Frates, F. Spooner, Belva C. Collins, Candi Running Bear
The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.
{"title":"Vocabulary Acquisition by Multilingual Students With Extensive Support Needs During Shared Reading","authors":"Adriana Frates, F. Spooner, Belva C. Collins, Candi Running Bear","doi":"10.1177/15407969221113590","DOIUrl":"https://doi.org/10.1177/15407969221113590","url":null,"abstract":"The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45174313","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 : 2022-06-01DOI: 10.1177/15407969221103690
C. H. Kennedy
{"title":"Editorial Welcome","authors":"C. H. Kennedy","doi":"10.1177/15407969221103690","DOIUrl":"https://doi.org/10.1177/15407969221103690","url":null,"abstract":"","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41659761","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：