Strategies That Promote Social Relations among Elementary Students with and without Severe Disabilities in Inclusive Schools

1995 ◽  
Vol 62 (2) ◽  
pp. 125-137 ◽  
Author(s):  
Christine L. Salisbury ◽  
Chrysan Gallucci ◽  
Mary M. Palombaro ◽  
Charles A. Peck
Keyword(s):  
General Education ◽  
Social Interactions ◽  
Social Relations ◽  
Severe Disabilities ◽  
Classroom Teachers ◽  
Organizational Supports ◽  
Inclusive Schools ◽  
General Education Classroom ◽  
Moderate To Severe Disabilities ◽  
K 12

Using qualitative research methods, we studied the strategies that general education classroom teachers use to promote the development of positive relationships between children with and without moderate to severe disabilities in inclusive classrooms. We used observations and interviews with teachers, specialists, and administrators in two inclusive schools as bases for identifying five strategies used by classroom teachers: active facilitation of social interactions, empowering children, building a sense of community in the classroom, modeling acceptance, and developing school organizational supports. These practices are discussed in terms of their congruence with broader goals and best practices within K-12 education.

Social Studies Instruction for Students with Mild Disabilities

1994 ◽  
Vol 15 (4) ◽  
pp. 227-233 ◽  
Author(s):  
Jeff Passe ◽  
John Beattie
Keyword(s):  
Social Studies ◽  
General Education ◽  
Classroom Teacher ◽  
Significant Degree ◽  
Educational Services ◽  
Classroom Teachers ◽  
Mild Disabilities ◽  
General Education Classroom ◽  
Provision Of Services ◽  
Social Studies Instruction

Students with mild disabilities are frequently served in the general education classroom. As the provision of educational services for these students involves the general education classroom teacher to a greater degree, more attention must be given to the specifics of what happens in the general education classroom. Social studies is a content area in which students with mild disabilities often have a significant degree of difficulty. The current study is concerned with this difficulty. Classroom teachers were surveyed concerning the specific instructional approaches used and/or modifications used with students with mild disabilities. The results of the survey are presented, along with some possible alternatives to the current provision of services for students with mild disabilities.

Learner-Centered Professional Development: A Model to Increase Inclusion for Students With Moderate Intellectual Disability

Inclusion ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Bree A. Jimenez ◽  
Tammy Barron
Keyword(s):  
Professional Development ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Student ◽  
Learner Centered ◽  
Teacher Skills ◽  
Universal Accessibility ◽  
Rate Of Increase ◽  
Moderate To Severe Disabilities

Abstract In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for the students with the highest needs. Questions emerge regarding the effectiveness of teaching practices in relation to progress towards specific curricular goals, at least in part because of concerns about dependence on sophisticated teacher skills for meaningful inclusion to occur. General consensus in the field is that professional development may provide support to teachers to adequately serve students with disabilities. We sought to implement a model of professional development which first explored the unique strengths and needs of an individual student or small group of students with a moderate or severe disability who were already being served in the general education classroom. We were able to tailor the learner-centered professional development package based on the needs of the team as they work directly with this population to implement embedded instruction and team collaboration to address the content areas.

Curricular Philosophies Reflected in Individualized Education Program Goals for Students With Complex Support Needs

2021 ◽  
Vol 59 (4) ◽  
pp. 283-294
Author(s):  
Jennifer A. Kurth ◽  
Elissa Lockman-Turner ◽  
Kathryn Burke ◽  
Andrea L. Ruppar
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Education Program ◽  
Social Inclusion ◽  
Individualized Education Program ◽  
Severe Disabilities ◽  
Support Needs ◽  
Individualized Education ◽  
General Education Curriculum ◽  
K 12

Abstract Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications for ensuring individualization and goals reflecting skills needed for the 21st century.

Assessing the Differential Effects of Known and Mystery Rewards in a Preschool-Based Group Contingency

2019 ◽  
Vol 41 (3) ◽  
pp. 256-275
Author(s):  
Elizabeth A. Pokorski ◽  
Erin E. Barton ◽  
Jennifer R. Ledford
Keyword(s):  
Social Interactions ◽  
Severe Disabilities ◽  
Classroom Teachers ◽  
Group Contingency ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Differential Effects ◽  
Differential Outcomes ◽  
Independent Group Contingency ◽  
Previous Group

Group contingencies have been used successfully to modify a variety of behaviors for children with diverse characteristics across multiple settings. However, these interventions have not been applied to increase social interactions (SI) between typically developing children and those with multiple or severe disabilities (MSD). Furthermore, little research has been conducted to examine whether differential outcomes are associated with the type of reward used (known or mystery). The purpose of this study was to examine the differential effects of known versus mystery rewards on the SI of preschool children with and without MSD within an independent group contingency. The findings indicated that although there were no differences in levels of SI between reward types, both were superior to the baseline condition and were viewed as socially valid by classroom teachers and naive raters. In addition, this study was conducted with high methodological quality exceeding that of previous group contingency research conducted in preschool settings and of other studies examining the differential effects of known and mystery rewards. The results provide meaningful information regarding practices that support children with MSD and add to the group contingency literature.

Respect, Appreciation, and Acknowledgment of Paraprofessionals Who Support Students with Disabilities

2001 ◽  
Vol 67 (4) ◽  
pp. 485-498 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Stephen M. Broer
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Special Educators ◽  
School Personnel ◽  
Classroom Teachers ◽  
Individual Interviews ◽  
K 12 ◽  
Support Students ◽  
General Education Classrooms

This article describes the experiences of 103 school personnel, including classroom teachers, paraprofessionals, special educators, and administrators who worked in four schools, Grades K-12. Data were collected during 22 school visits and 56 individual interviews. Six themes were identified pertaining to how school personnel think about and act upon, issues of respect, appreciation, and acknowledgment of paraprofessionals who work in general education classrooms supporting students with and without disabilities. The themes included (a) nonmonetary signs and symbols of appreciation, (b) compensation, (c) being entrusted with important responsibilities, (d) noninstructional responsibilities, (e) wanting to be listened to, and (f) orientation and support. The article concludes with a discussion of implications for how these data might be applied in schools.

Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs

1996 ◽  
Vol 21 (1) ◽  
pp. 9-21 ◽  
Author(s):  
Margaret Gessler Werts ◽  
Mark Wolery ◽  
Erin D. Snyder ◽  
Nicola K. Caldwell
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
National Sample ◽  
Teachers Perceptions ◽  
Training Support ◽  
Third Stage ◽  
Moderate To Severe Disabilities ◽  
General Education Classrooms

Two mail surveys, one with a follow-up, were conducted to determine if consensus existed among general and special education teachers on (a) the conditions and supports that are critical to including children with substantial disabilities in general education classrooms and (b) problems faced in implementing inclusive education. The data were collected in three stages. The first stage was a questionnaire sent to teachers in Pennsylvania who had experience including children with moderate to severe disabilities in general education classrooms. Through two open-ended questions, they were asked to identify critical supports for inclusion and major problems they faced when including children with disabilities. For the second stage, the same respondents were asked to rate the importance of the categories of supports and to rate the significance of the problems they faced. The results indicated that training, support from a team of professionals, and having help in the classroom were mentioned by a large portion of the respondents. The third stage involved a national sample of elementary, general education teachers responding to the open-ended questions. The respondents in the national sample (teachers who may or may not have been involved in a supported program of inclusion) identified the same three supports more often than other supports.

Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities

1994 ◽  
Vol 61 (3) ◽  
pp. 242-252 ◽  
Author(s):  
Tia M. Hollowood ◽  
Christine L. Salisbury ◽  
Beverly Rainforth ◽  
Mary M. Palombaro
Keyword(s):  
Elementary School ◽  
Student Engagement ◽  
General Education ◽  
Severe Disabilities ◽  
Instructional Time ◽  
Inclusive Schools ◽  
Contextual Characteristics ◽  
Profound Disabilities ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This investigation explored the use of teacher and student time in an inclusive elementary school where students with mild to profound disabilities were enrolled in general education classrooms. Participants included 6 students with severe disabilities and 12 students without disabilities. Observers recorded time used for instruction, as well as levels and types of student engagement and types of interruptions. Students in each group evidenced comparable levels of engaged time, and students with severe disabilities had no effect on losses of instructional time. Results were discussed in light of this school's contextual characteristics and the inclusive schools movement.

Reconceptualizing Teacher Preparation for Inclusive Classrooms: A Description of the Dual License Program at the University of New Mexico

2000 ◽  
Vol 25 (2) ◽  
pp. 72-82 ◽  
Author(s):  
Elizabeth B. Keefe ◽  
Pamela J. Rossi ◽  
J. S. de Valenzuela ◽  
Sam Howarth
Keyword(s):  
Special Education ◽  
New Mexico ◽  
Teacher Preparation ◽  
General Education ◽  
Severe Disabilities ◽  
Teacher Preparation Program ◽  
University Of New Mexico ◽  
K 12 ◽  
The University ◽  
Dual License

This paper describes the Dual License Teacher Preparation Program at the University of New Mexico and the national and state context within which it was developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special education (K-12). Our belief in democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has required us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of the ways in which faculty in the Dual License Program model collaboration between general and special education to prepare apprentice teachers to collaborate in the schools in order to provide inclusive educational practices for all students. This paper specifically highlights the inclusion ofbest practices for students with severe disabilities as an integral part of curriculum development right from the start. Also, challenges arising from the implementation of this innovative program are discussed.

Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities

2001 ◽  
Vol 67 (4) ◽  
pp. 467-484 ◽  
Author(s):  
David S. Palmer ◽  
Kathy Fuller ◽  
Tina Arora ◽  
Marianna Nelson
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Relationships ◽  
Education System ◽  
Severe Disabilities ◽  
Parental Perceptions ◽  
Written Comments ◽  
General Education Classroom ◽  
Students With Severe Disabilities

Written comments by 140 parents of students with severe disabilities are analyzed to identify reasons why they are supportive of, or resistive to, inclusive education programming. Reasons parents were supportive of inclusion included beliefs that the child would learn more in a general education classroom. Parents who opposed inclusion largely indicated that the severity of their children's disabilities precluded any benefit from such programs or that the general education classroom program would not be educationally appropriate or welcoming to their children. Discussion includes speculation that views regarding inclusion may often be related to perceptions of the general education system itself. Ideas regarding parental perceptions of the importance of social relationships between students with and without disabilities are also considered.

Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

2005 ◽  
Vol 30 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Erik W. Carter ◽  
Lisa S. Cushing ◽  
Nitasha M. Clark ◽  
Craig H. Kennedy
Keyword(s):  
Social Interactions ◽  
Students With Disabilities ◽  
Peer Support ◽  
Academic Outcomes ◽  
Student Outcomes ◽  
Severe Disabilities ◽  
General Curriculum ◽  
The Social ◽  
Moderate To Severe Disabilities ◽  
The Impact

Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.

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