Research and Practice for Persons With Severe Disabilities最新文献_第2页

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":null,"pages":null},"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

Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs 有智力障碍和普遍支持需求的人的成年兄弟姐妹的经历

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-04-15 DOI: 10.1177/15407969241245611

N. I. Dorsman, J. Luijkx, C. P. van der Schans, A. A. J. van der Putten, A. Waninge

{"title":"Experiences of Adult Siblings of Individuals With an Intellectual Disability and Pervasive Support Needs","authors":"N. I. Dorsman, J. Luijkx, C. P. van der Schans, A. A. J. van der Putten, A. Waninge","doi":"10.1177/15407969241245611","DOIUrl":"https://doi.org/10.1177/15407969241245611","url":null,"abstract":"Siblings are important in the lives of individuals with an intellectual disability and pervasive support needs; however, adults’ experiences of the things they do with or for their siblings with pervasive support needs remain underexplored. This study examined positive and challenging aspects of their roles related to their siblings. An online questionnaire was completed by 55 adults whose siblings had pervasive support needs. An inductive approach was used to thematically analyze open-ended questions about their experiences. The respondents described rewarding experiences of being with their siblings, combined with a sense of care and responsibility, and noted how their experiences were affected by their siblings’ support needs. “Being of service” was experienced as both rewarding and as a demanding responsibility. Collaboration with family members and health care professionals was another overarching theme. Our findings highlighted the valuable mutual contributions of siblings in each other’s life when one of them has pervasive support needs. Understanding adults’ experiences relating to their siblings who have pervasive support needs enables service providers to facilitate their contact and support. In addition, these findings can provide input for government agencies and organizations that provide support for people with disabilities by increasing awareness about siblings’ perspectives.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596074","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

Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms 使用混合方法评估普通教育课堂中基于模式的修正教学

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-04-12 DOI: 10.1177/15407969241242677

Jessica A. Bowman, John McDonnell, Karen Karp, Olivia F. Coleman, Carrie Clifton, Lyndsey Aiono Conradi, Joanna Ryan, Michael Farrell

{"title":"Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms","authors":"Jessica A. Bowman, John McDonnell, Karen Karp, Olivia F. Coleman, Carrie Clifton, Lyndsey Aiono Conradi, Joanna Ryan, Michael Farrell","doi":"10.1177/15407969241242677","DOIUrl":"https://doi.org/10.1177/15407969241242677","url":null,"abstract":"In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140595385","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

Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers 培训有中度至严重支持需求儿童的教师，以便在中心活动期间对儿童主动提出的社会参与行为做出应急反应

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-03-25 DOI: 10.1177/15407969241237809

Ashley K. Holt, Erik Drasgow, Katie Wolfe

{"title":"Training Teachers of Children With Moderate to Significant Support Needs to Contingently Respond to Child-Initiated Social Participation Behaviors During Centers","authors":"Ashley K. Holt, Erik Drasgow, Katie Wolfe","doi":"10.1177/15407969241237809","DOIUrl":"https://doi.org/10.1177/15407969241237809","url":null,"abstract":"Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing child-initiated social participation behaviors during centers. We used a multiple baseline design across four special education teachers to measure the effects of a training package incorporating behavior skills training (BST) and emailed performance feedback (EPF) on increasing teachers’ contingent responses to children with limited child-initiated social participation behaviors during centers. Results indicate that BST with a checklist and EPF with graphs increased the four teachers’ percentage of contingent responses, and similar levels were observed during maintenance probes. Programming common stimuli during BST resulted in all teachers providing contingent responses to at least one other child in their classroom who had few child-initiated social participation behaviors.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140299322","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

Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs 对中学后经历的看法以及为有广泛支助需求的学生的个人目标提供的支持

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-03-13 DOI: 10.1177/15407969241235382

Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia

{"title":"Perceptions of Postsecondary Experiences and Supports That Advance the Personal Goals of Students With Extensive Support Needs","authors":"Kirsten R. Lansey, Stephanie Z. C. MacFarland, Shirin D. Antia","doi":"10.1177/15407969241235382","DOIUrl":"https://doi.org/10.1177/15407969241235382","url":null,"abstract":"Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and supports that current and recently graduated students in a dual enrollment nonresidential PSE program perceive as contributing to their self-directed employment, education, and social goals. Furthermore, this study explored how students’ perceived PSE affected their goal achievement and future lives. Findings from interviews with 10 participants with IDD, including eight with ESN, revealed that obtaining and maintaining competitive employment was negatively impacted by COVID-19, paid employment during PSE was not aligned with participants’ employment goals, internship experiences led to participants learning about their work preferences and changing their employment goals, and peer mentors impacted the achievement of participant’s employment, education, and social goals. Implications for practice and research and study limitations are described.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140155440","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

Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind 利用最小提示系统向聋盲学生传授自助技能

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-02-29 DOI: 10.1177/15407969241231204

Jill Grattan, MaryAnn Demchak

引用次数: 0

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives 有广泛支持需求的学生学习普通教育课程的机会：专家观点

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-02-07 DOI: 10.1177/15407969231219027

Kathy Gee, Diane L. Ryndak, Mary Fisher, Virginia L. Walker

{"title":"Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives","authors":"Kathy Gee, Diane L. Ryndak, Mary Fisher, Virginia L. Walker","doi":"10.1177/15407969231219027","DOIUrl":"https://doi.org/10.1177/15407969231219027","url":null,"abstract":"Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139795024","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

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives 有广泛支持需求的学生学习普通教育课程的机会：专家观点

IF 2.5 3区教育学

Research and Practice for Persons With Severe Disabilities Pub Date : 2024-02-07 DOI: 10.1177/15407969231219027

Kathy Gee, Diane L. Ryndak, Mary Fisher, Virginia L. Walker

{"title":"Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives","authors":"Kathy Gee, Diane L. Ryndak, Mary Fisher, Virginia L. Walker","doi":"10.1177/15407969231219027","DOIUrl":"https://doi.org/10.1177/15407969231219027","url":null,"abstract":"Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139855071","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