Increasing Peer Interactions for Students with Behavioral Disorders via Paraprofessional Training

2005 ◽  
Vol 31 (1) ◽  
pp. 95-106 ◽  
Author(s):  
Kimber W. Malmgren ◽  
Julie N. Causton-Theoharis ◽  
Beverly J. Trezek
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Peer Interactions ◽  
Multiple Baseline ◽  
Training Intervention ◽  
Single Subject ◽  
Paraprofessional Training ◽  
General Education Classroom ◽  
General Education Classrooms

As more and more students with behavioral disorders (BD) are included in general education classrooms, the use of paraprofessionals in one-on-one support roles has expanded. Unfortunately, the use of paraprofessionals to provide one-on-one assistance can result in social isolation for students with disabilities. This multiple-baseline single-subject study examined the effectiveness of a paraprofessional training program designed to teach paraprofessionals to facilitate interactions between elementary-age students with BD and their peers in the general education classroom. Baseline and postintervention observational data reflecting: (1) the proximity of the paraprofessionals in relation to the students with BD; (2) the amount and type of facilitative behaviors displayed by the paraprofessionals; and (3) the rate of peer interactions experienced by the participating students with BD were collected for three paraprofessional/student pairs over a 7-week period. Rates of student interaction increased following the intervention. Rates of paraprofessional facilitative behavior also increased, though less markedly. Additionally, after the training intervention, all participating paraprofessionals faded their assistance more frequently and spent less time in the immediate vicinity of the students they served. Recommendations for use of paraprofessionals in the classroom and for paraprofessional training are discussed.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Tracy Evans Luiselli ◽  
Stephanie Z. C. Macfarland
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Policy Development ◽  
Classroom Practices ◽  
Peer Interactions ◽  
Personal Control ◽  
General Educators ◽  
Instructional Assistants ◽  
Instructional Assistant ◽  
General Education Classrooms

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Differentiated Instruction and Inclusive Schooling

2020 ◽  
Author(s):  
Diana Lawrence-Brown
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Full Range ◽  
Team Approach ◽  
Wide Range ◽  
General Education Classroom ◽  
Inclusive Schooling ◽  
General Education Classrooms

Differentiated instruction encompasses a wide range of responsive pedagogies, including individualized types and levels of curricula, teaching methods, materials, and assessment strategies. It has at its roots the impetus for effective inclusive schooling, providing supports directly within general education classrooms for students with the full range of exceptionalities (both significant disabilities and giftedness) and other diverse educational characteristics such as cultural and linguistic background and socioeconomic status. To effectively include students with higher levels of need, comparable levels of supports follow the student from the special education setting to the general education classroom. This enriched level of support in the general education classroom benefits not only students with disabilities, but the class as a whole. The legal and ethical bases for inclusive schooling are connected with various civil rights movements (including race, disability, culture and language, gender); it can be viewed as a response to segregated schooling (and denial of schooling altogether). Schools frequently remove students when traditional educational programs fail, adding on separate programs rather than rectifying the existing system. Such special programs have been routinely promulgated without substantial evidence of their effectiveness over supportive general education classrooms (either for segregated students or for their unlabeled general education peers). Important aspects of differentiated instruction and inclusive schooling include multilevel instruction; authentic and culturally responsive curricula, methods, and assessment; universal design for learning; assistive and instructional technologies; positive behavioral supports; and a collaborative team approach to instructional decision-making and delivery. Differentiated instruction and effective inclusive schooling are vital for equitable access to educational opportunities, bringing more responsive curricula, methods, and perspectives to increasingly diverse classrooms and schools.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

English Language Learner Classmates and the Classroom Social Skills of Students with Disabilities

2015 ◽  
Vol 117 (7) ◽  
pp. 1-40
Author(s):  
Michael A. Gottfried ◽  
Morgan S. Polikoff
Keyword(s):  
Social Skills ◽  
General Education ◽  
Students With Disabilities ◽  
Fixed Effects ◽  
English Language ◽  
Secondary Data ◽  
Language Learner ◽  
Self Control ◽  
Ell Students ◽  
General Education Classroom

Background/Context Though the development of social skills in kindergarten is critical, a research gap exists in how the context of the general education classroom may influence the social skills outcomes of students with disabilities: None have considered the role of peer effects in this domain. This gap is critical to address, as multiple high-needs groups are increasingly present in the same general education classroom settings. Purpose/Objective This study asks two key research questions: (1) In kindergarten, to what extent do the classroom social skills outcomes of children with disabilities differ based on the number of ELL classmates? (2) In kindergarten, to what extent do the classroom social skills outcomes of ELL students differ based on the number of classmates with disabilities? Population/Participants The data are sourced from the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K), which is a nationally representative sample of students, teachers, and schools. Information was first collected from kindergartners (as well as parents, teachers, and school administrators) from U.S. kindergarten programs. This study utilizes data collected at the fall and spring of kindergarten. Research Design This study combines secondary data analyses and quasi-experimental methods. There are three social skills outcomes: (1) approaches to learning, (2) interpersonal skills, and (3) self control. The study begins with a baseline, linear regression model. To address issues pertaining to omitted variable bias, the study employs multilevel fixed effects modeling. Findings The coefficients indicate that students with disabilities tend to have improved social skills with an increase in the number of ELL classmates. The effects remain significant even after accounting for multiple omitted variable biases. Notably, the reverse relationship does not hold: The number of classmates with disabilities has no significant influence on the outcomes of ELL students. Conclusions/Recommendations This research offers more in-depth insight into how the classroom context and the effects of classmates may have a unique relationship for specific high-needs groups such as students with disabilities—a strand of research in this area that is often overlooked. School practices can thus be guided by determining not simply if one group of students performs better or worse on average, but rather by asking, better or worse for whom in particular?

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

State Practices on Inclusion

1995 ◽  
Vol 16 (5) ◽  
pp. 279-287 ◽  
Author(s):  
ANTONIS KATSIYANNIS ◽  
GREG CONDERMAN ◽  
DAVID J. FRANKS
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Empirical Research ◽  
State Policy ◽  
Technical Assistance ◽  
Classroom Setting ◽  
General Education Classroom ◽  
Research Findings ◽  
Intense Debate

Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.

Initiating and Fading Self-Management Interventions to Increase Math Fluency in General Education Classes

1998 ◽  
Vol 64 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Dennis McDougall ◽  
Michael. P. Brady
Keyword(s):  
General Education ◽  
Word Problems ◽  
The Self ◽  
Multiple Baseline ◽  
Self Management ◽  
Math Fluency ◽  
Warm Up ◽  
Management Interventions ◽  
Multiple Component ◽  
General Education Classrooms

This study investigated the effects of multiple-component behavioral self-management (BSM) interventions on math fluency and engaged time of five 4th-grade students with and without disabilities in general education classrooms. A multiple-baseline across subjects design demonstrated that the students (a) increased their math fluency and engaged time after being trained to use self-management components, (b) further improved their math fluency and engaged time when components of the self-management interventions were faded, (c) matched or exceeded normative levels of math fluency of 4th-grade peers, (d) generalized improvements in math fluency when they answered math word problems, and (e) self monitored accurately and punctually when they computed answers to calculation problems during daily warm-up sessions.

Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale

1995 ◽  
Vol 62 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Richard F. Antonak ◽  
Barbara Larrivee
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Disabled Persons ◽  
Supporting Evidence ◽  
Regression Analyses ◽  
Attitudes Toward Disabled ◽  
Item Characteristics ◽  
Initial Support ◽  
General Education Classrooms ◽  
Adequate Reliability

This article provides supporting evidence for the use of a revised version of the Opinions Relative to Mainstreaming (ORM) scale. Analyses of data produced by a test of the revised scale, the Opinions Relative to Integration of Students with Disabilities (ORI), indicated satisfactory item characteristics and adequate reliability and homogeneity. Initial support for ORI's construct validity was demonstrated by the results of regression analyses relating ORI scores to respondent sociodemographic and experiential data and scores on the Scale of Attitudes Toward Disabled Persons (SADP). The ORI should prove useful to researchers evaluating the attitudes of educators toward the integration of students with disabilities into general education classrooms.

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