Book Section: Essays and Review: The Power to Spring up: Postsecondary Education Opportunities for Students with Significant Disabilities

2010 ◽  
Vol 38 (4) ◽  
pp. 635-636
Author(s):  
Pamela Gully
Keyword(s):  
Postsecondary Education ◽  
Significant Disabilities ◽  
Students With Significant Disabilities

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

2020 ◽  
pp. 088840642092158
Author(s):  
Jennifer A. Kurth ◽  
Heather Allcock ◽  
Virginia Walker ◽  
Amy Olson ◽  
Deborah Taub
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Inclusive Education ◽  
Delphi Study ◽  
Faculty Perceptions ◽  
Significant Disabilities ◽  
Preparation Period ◽  
Essential Skills ◽  
Education Of Students ◽  
Students With Significant Disabilities

Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

scholarly journals KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

2019 ◽  
Vol 38 (1) ◽  
pp. 1-9
Author(s):  
Dusty Columbia ◽  
Laura S Clarke ◽  
Kimberly Weber
Keyword(s):  
Critical Issue ◽  
Systematic Instruction ◽  
Related Event ◽  
Significant Disabilities ◽  
Intensive Instruction ◽  
Significant Disability ◽  
School Crises ◽  
And Behavior ◽  
Behavior Supports ◽  
Students With Significant Disabilities

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

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