Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Craig H. Kennedy ◽  
Smita Shukla ◽  
Dale Fryxell
Keyword(s):  
Social Support ◽  
Special Education ◽  
General Education ◽  
Severe Disabilities ◽  
Control Group ◽  
Full Time ◽  
Intermediate School ◽  
School Students ◽  
Education Group ◽  
Students With Severe Disabilities

Two groups of intermediate school students with severe disabilities were studied across one school year. One group of students participated full time in general education classrooms; the other group was supported via special education classrooms. Using a posttest-only control group design with matched comparisons, each students social interactions, social support behaviors, and friendship networks were measured. The results indicate substantive social benefits for the general education group, relative to students who received support in special education classrooms. In particular, students in the general education group interacted more frequently with peers without disabilities, provided and received higher proportions of social support, and had larger, and more durable, networks of peers without disabilities. The findings are discussed in relation to current efforts to understand the empirical outcomes of inclusive education.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

Using Structural Analysis to Inform Peer Support Arrangements for High School Students With Severe Disabilities

2018 ◽  
Vol 123 (2) ◽  
pp. 119-139 ◽  
Author(s):  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Sarah E. Lopano ◽  
Kristen C. Stankiewicz
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Analysis ◽  
General Education ◽  
Peer Support ◽  
Academic Engagement ◽  
Severe Disabilities ◽  
School Students ◽  
Social Responses ◽  
Students With Severe Disabilities

Abstract We examined the effects of peer support arrangements as an alternative to exclusive direct support from paraprofessionals for three high school students with severe disabilities in general education classrooms. We also explored the use of structural analysis as a data-based approach for further refining the interventions to enhance their impact in particular classrooms. Peer support arrangements were associated with substantial increases in social outcomes; academic engagement maintained or improved modestly for all participants. Moreover, structural analyses yielded findings used to adapt peer support arrangements to address students' individual needs. Although the effects of structural analysis-based adaptations resulted in increases in social responses for only one participant, levels of social interactions maintained, and improvements in academic engagement occurred for two participants.

Intermediate School Students with Severe Disabilities

1999 ◽  
Vol 1 (3) ◽  
pp. 130-140 ◽  
Author(s):  
Smita Shukla ◽  
Craig H. Kennedy ◽  
Lisa Sharon Cushing
Keyword(s):  
Severe Disabilities ◽  
Intermediate School ◽  
School Students ◽  
Students With Severe Disabilities

scholarly journals The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

2001 ◽  
Vol 26 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Guy H. Gilberts ◽  
Martin Agran ◽  
Carolyn Hughes ◽  
Michael Wehmeyer
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
General Education Teachers ◽  
Peer Tutors ◽  
School Students ◽  
Self Monitoring ◽  
Monitoring Strategies ◽  
Survival Skills ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed.

Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication

2011 ◽  
Vol 36 (3-4) ◽  
pp. 100-111 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Stacy K. Dymond ◽  
Janet S. Gaffney
Keyword(s):  
Special Education ◽  
General Education ◽  
Literacy Instruction ◽  
Augmentative And Alternative Communication ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Alternative Communication ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
Teachers Perspectives

The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the Illinois Alternate Assessment were surveyed, and results were analyzed using descriptive and inferential statistics. Results indicate that teachers prefer to provide life-skills-linked literacy instruction in special education classrooms and consider student characteristics and features of the general education curriculum when making these decisions. Also, the setting had a significant effect on teachers' rankings of preferred literacy skills to teach. Teachers may not understand how to adapt literacy content or how access to literacy instruction in a variety of contexts may benefit their students with severe disabilities.

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

2019 ◽  
Vol 86 (3) ◽  
pp. 330-347
Author(s):  
Pam Hunt ◽  
Elizabeth Kozleski ◽  
Jaehoon Lee ◽  
Kathleen Mortier ◽  
Danielle Fleming ◽  
...  
Keyword(s):  
General Education ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Instruction ◽  
Intervention Group ◽  
Severe Disabilities ◽  
Literacy Skills ◽  
Control Group ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the “business-as-usual” control group received literacy instruction planned by special education teachers to address the students’ individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings.

Efficacy and Social Validity of Peer Network Interventions for High School Students With Severe Disabilities

2017 ◽  
Vol 122 (2) ◽  
pp. 118-137 ◽  
Author(s):  
Jennifer M. Asmus ◽  
Erik W. Carter ◽  
Colleen K. Moss ◽  
Elizabeth E. Biggs ◽  
Daniel M. Bolt ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Relationships ◽  
Social Validity ◽  
Severe Disabilities ◽  
Control Group ◽  
School Students ◽  
The Social ◽  
Peer Network ◽  
Students With Severe Disabilities

Abstract This randomized controlled trial examined the efficacy of peer network interventions to improve the social connections of 47 high school students with severe disabilities. School staff invited, trained, and supported 192 peers without disabilities to participate in individualized social groups that met throughout one semester. Compared to adolescents in the “business-as-usual” control group (n = 48), students receiving peer networks gained significantly more new social contacts and friendships. Although many peer relationships maintained one and two semesters later, their spill over beyond the school day was limited. Students and staff affirmed the social validity of the interventions. We offer recommendations for research and practice aimed at improving the implementation and impact of peer network interventions in secondary schools.

Placement along the Continuum of Services and its Impact on Students' Social Relationships

1995 ◽  
Vol 20 (4) ◽  
pp. 259-269 ◽  
Author(s):  
Dale Fryxell ◽  
Craig H. Kennedy
Keyword(s):  
Social Support ◽  
General Education ◽  
Social Relationships ◽  
Social Life ◽  
Social Contact ◽  
Severe Disabilities ◽  
Friendship Networks ◽  
Students With Severe Disabilities ◽  
The Impact ◽  
The Continuum

To better understand the conditions facilitating social relationships, we studied the impact of educational placement on the social life of students with severe disabilities. Several indicator variables were used to assess students' social relationships, including measures of social contacts, social support behaviors, and friendship networks. Placement at two points along the continuum of services—general education and self-contained classrooms—constituted the independent variables under study. Two matched groups of students with severe disabilities, one from each placement type, served as participants. The results from direct observation and interviews indicated that: (a) students placed in general education had higher levels of social contact with peers without disabilities; (b) students in general education received higher levels of social support from others, as well as provided higher levels of social support; and (c) those students had substantially larger friendship networks composed primarily of peers without disabilities. Implications regarding the impact of the continuum of services on students' social lives are discussed, along with general issues relating to the development and maintenance of social relationships.

Applying Functional Assessment in General Education Classrooms

1998 ◽  
Vol 19 (6) ◽  
pp. 338-349 ◽  
Author(s):  
Pamela J. Larson ◽  
John W. Maag
Keyword(s):  
Special Education ◽  
General Education ◽  
Functional Assessment ◽  
Environmental Variables ◽  
Severe Disabilities ◽  
Mild Disabilities ◽  
The Future ◽  
Students With Severe Disabilities ◽  
General Education Classrooms ◽  
Theoretical Foundations

Functional assessment involves generating hypotheses about the purpose a behavior serves and the environmental variables maintaining it in order to develop effective and efficient interventions. Functional assessment has been used extensively with students with severe disabilities in special education settings. However, few applications of functional assessment have been reported with students with mild disabilities in general education classrooms. The purpose of this article is to address the use of functional assessment in general education classrooms with students with mild disabilities. We present the theoretical foundations of functional assessment, describe the procedures involved in conducting a functional assessment, discuss some of the obstacles to applying functional assessment in general education classrooms, and make recommendations for the future use of functional assessment in general education classrooms with students with mild disabilities.

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