Research and Practice for Persons With Severe Disabilities最新文献

Corrigendum to “Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability.” 对 "教师对中年级自闭症和智障学生实施基于模式的修正教学 "的更正。

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-09-06 DOI: 10.1177/15407969241279498

引用次数: 0

A Call to Action: Extending the Research on Trauma Assessment and Treatment for Children With Intellectual Disabilities and Extensive Support Needs 行动呼吁：扩展智障儿童和有广泛支助需求儿童的创伤评估和治疗研究

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-08-13 DOI: 10.1177/15407969241268664

Elizabeth Liffley, Marisa H. Fisher

{"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}

引用次数: 0

Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study 有复杂支持需求的小学生在隔离特殊教育教室的经历：混合方法研究

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-08-01 DOI: 10.1177/15407969241267283

Jennifer A. Kurth, Elissa Lockman Turner, Alison L. Zagona, Geonhwa Kim, Roxanne Loyless

{"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}

引用次数: 0

Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements 在小学接受替代课程教育的学生：时间、转换和教育安置

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-07-29 DOI: 10.1177/15407969241261634

Karolyn J. Maurer, Alexandra Sturm, Connie Kasari

{"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}

引用次数: 0

Battle Fatigue: Parents, Institutionalized Ableism, and the “Fight” for Inclusive Education 战斗疲劳：家长、制度化的能力歧视以及为全纳教育而 "战斗"

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-06-22 DOI: 10.1177/15407969241259365

Priya Lalvani, Eileen Osieja

{"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}

引用次数: 0

Tribute to Dennis E. Mithaug 向丹尼斯-E.-密陶格致敬

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-06-22 DOI: 10.1177/15407969241259386

Frank R. Rusch

引用次数: 0

A Secondary Analysis of Jackson et al. (2022): The Impact of Educational Placement for Students with Complex Support Needs 对 Jackson 等人（2022 年）的二次分析：教育安置对有复杂支持需求学生的影响

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-05-27 DOI: 10.1177/15407969241252360

Kirsten R. Lansey, Lewis Jackson, Martin Agran, Diane Ryndak, J. Matt Jameson

{"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}

引用次数: 0

Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs 影响有广泛支持需求学生的融合教育安置决定的关键因素

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-05-10 DOI: 10.1177/15407969241247814

Sudha Krishnan

{"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}

引用次数: 0

Book Review: Wolf Wolfensberger: The influence of the person and his ideas today—A Festschrift 书评：沃尔夫-沃尔芬斯贝格：沃尔夫-沃尔芬斯贝格本人及其思想对当今社会的影响--纪念文集

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-05-09 DOI: 10.1177/15407969241252656

John O’Brien

引用次数: 0

The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs 教学包对有广泛支持需求的多语种学习者阅读技能的影响

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-04-29 DOI: 10.1177/15407969241247815

Adriana Frates, Fred Spooner, Belva Collins, Patricia Peterson

引用次数: 0