The Nature of Friendship Between Students With and Without Severe Disabilities

2017 ◽  
Vol 39 (4) ◽  
pp. 195-210 ◽  
Author(s):  
Zachary Rossetti ◽  
Jennifer Keenan
Keyword(s):  
Literature Review ◽  
Severe Disabilities ◽  
Children And Youth ◽  
Future Research ◽  
Typically Developing ◽  
Inclusive Settings ◽  
Direct Support ◽  
Students With Severe Disabilities

Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing (TD) peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants’ friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of TD peers negotiating the ongoing tension between the roles of helper and friend.

Comparison of the Instructional Contexts of Students with Severe Disabilities and Their Peers in General Education Classes

2000 ◽  
Vol 25 (1) ◽  
pp. 54-58 ◽  
Author(s):  
John McDonnell ◽  
Nadine Thorson ◽  
Camille McQuivey
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
Future Research ◽  
Typically Developing ◽  
Group Instruction ◽  
Instructional Interactions ◽  
One To One ◽  
Instructional Contexts ◽  
Students With Severe Disabilities ◽  
Independent Work

This study examined the instructional contexts of six students with severe disabilities and six peers without disabilities enrolled in the same general education classes. The two groups of students were compared on (a) the extent to which they were the exclusive focus of instruction; (b) the amount of one-to-one, small group, and whole group instruction that they received and the amount of independent work they were asked to complete; (c) who delivered instruction; and (d) the types of instructional interactions that were directed toward them. Data were collected using The Code for Instructional Structure and Academic Response — Mainstream Version (MS-CISSAR; Carta, Greenwood, Schwartz & Miller, 1990). The results indicate that students with severe disabilities were much more likely than their typically developing peers to have instruction focused exclusively on them and to receive one-to-one instruction. The results are discussed in terms of the implications for educational programs for this group of students and future research.

Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs

2002 ◽  
Vol 27 (3) ◽  
pp. 165-174 ◽  
Author(s):  
Mary Fisher ◽  
Luanna H. Meyer
Keyword(s):  
Social Competence ◽  
General Education ◽  
Severe Disabilities ◽  
Future Research ◽  
Group Affiliation ◽  
Inclusive Settings ◽  
Services And Supports ◽  
Students With Severe Disabilities ◽  
Independent Behavior ◽  
Inclusive Schooling

Inclusive programs increasingly have become available for students with severe disabilities, enabling them to receive special education services and supports in general education classes alongside their non-disabled peers. Forty students in two groups were assessed across two years of inclusive versus self-contained educational programming, comparing outcomes on measures of child development and social competence with the Scales of Independent Behavior (SIB) and the Assessment of Social Competence (ASC). Participants were assessed on the SIB and ASC, matched into pairs on chronological age and SIB total scores at first testing, and reassessed after two additional years of either inclusive or self-contained schooling. The inclusive student group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the self-contained group at follow-up. Examination of gains on these measures irrespective of group affiliation indicated that participants made small, but significant, gains in two of four skill clusters assessed by the SIB and three of eleven dimensions of the ASC. These results challenge a common assumption that selfcontained settings in comparison to inclusive settings will result in superior gains on students' IEP-related skill domains. They also support previous research showing social competence gains as a function of inclusion. Results are discussed in terms of expected change over time for students with severe disabilities, the implications of variations from the group results that occurred for individual students, and future research needed on the outcomes of quality inclusive schooling for students with severe disabilities.

Peer-Interaction Strategies: Fostering Positive Experiences for Students With Severe Disabilities in Inclusive Music Classes

2019 ◽  
Vol 37 (3) ◽  
pp. 28-35 ◽  
Author(s):  
Ellary A. Draper ◽  
Laura S. Brown ◽  
Judith A. Jellison
Keyword(s):  
Students With Disabilities ◽  
Peer Interaction ◽  
Task Complexity ◽  
Severe Disabilities ◽  
Positive Interactions ◽  
Typically Developing ◽  
Wide Range ◽  
Regular Classrooms ◽  
Working Together ◽  
Students With Severe Disabilities

Too often, students with disabilities in regular classrooms have limited access to the regular curriculum, and for students with severe disabilities, interactions are often with paraprofessionals, not typical classmates. The present study is grounded in action research methods in that an elementary teacher and the authors worked together for the purpose of designing, implementing, and evaluating interaction guidelines between her students with severe disabilities and their typically developing classmates. Overall, instruction and implementation of peer-interaction activities for working together and helping each other were efficient and resulted in high rates of positive interactions. Although the students with disabilities needed different kinds of support, they were capable of participating in a wide-range of music activities and interacting with their typical classmates. Differences in frequencies and quality of interactions are attributed primarily to task complexity, individual needs, and partner assignments.

Inclusive Education for Students with Severe Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 133-142 ◽  
Author(s):  
June E Downing ◽  
Joanne Eichinger ◽  
Lllly J Williams
Keyword(s):  
Inclusive Education ◽  
Elementary School Principals ◽  
Severe Disabilities ◽  
Professional Role ◽  
General Educators ◽  
Future Research ◽  
Educational Programming ◽  
Structured Interviews ◽  
Students With Severe Disabilities ◽  
Different Levels

Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.

Parents' Perceptions of Educational Settings and Services for Children with Moderate or Severe Disabilities

1996 ◽  
Vol 17 (2) ◽  
pp. 106-118 ◽  
Author(s):  
DIANE L RYNDAK ◽  
JUNE E DOWNING ◽  
ANDREA P MORRISON ◽  
LILLY J. WILLIAMS
Keyword(s):  
School Districts ◽  
Parent Perceptions ◽  
Severe Disabilities ◽  
Future Research ◽  
Research Needs ◽  
Instructional Content ◽  
Inclusive Settings ◽  
Semistructured Interviews ◽  
District Personnel ◽  
Specific Teaching

PARENTS OF 13 CHILDREN HAVING MODERATE OR SEVERE DISABILITIES WHO WERE RECEIVING EDUCATIONAL SERVICES IN INCLUSIVE SETTINGS ACROSS SEVEN SCHOOL DISTRICTS WERE INTERVIEWED ABOUT THEIR PERCEPTIONS OF SERVICES IN SELF-CONTAINED AND INCLUSIVE SETTINGS. SEMISTRUCTURED INTERVIEWS WERE USED TO OBTAIN DATA PERTAINING TO THESE PARENTS' PERCEPTIONS. INTERVIEWS WERE ANALYZED FOR COMMON THEMES ACROSS PARENTS PER TYPE OF SETTING, WITH THREE MAJOR THEMES BEING IDENTIFIED. THEMES INCLUDED COMMENTS RELATED TO THE LOCATION IN WHICH SERVICES ARE PROVIDED, THE CONTENT ADDRESSED DURING INSTRUCTION, AND THE MANNER IN WHICH SERVICES ARE DELIVERED. PARENTS CLEARLY STATED THEIR RATIONALE FOR WHAT THEY CONSIDERED APPROPRIATE AND LEAST RESTRICTIVE ABOUT SETTINGS AND INSTRUCTIONAL CONTENT. PARENTS ALSO EXPRESSED THEIR VIEWS ON HOW DISTRICT PERSONNEL SHOULD INTERACT WITH THEIR CHILDREN, THOUGH SPECIFIC TEACHING STRATEGIES TO ENHANCE THEIR CHILDREN'S LEARNING WERE NOT ARTICULATED AS CLEARLY. FINDINGS FROM THIS STUDY ADD TO THE LITERATURE ON PARENT PERCEPTIONS AND INVOLVEMENT IN EDUCATION TEAM DECISIONS. FUTURE RESEARCH NEEDS RELATE TO FACTORS ATTRIBUTING TO THESE PERCEPTIONS.

Examination of the Effects of Video Prompting Across Different Types of Tasks

2017 ◽  
Vol 41 (4) ◽  
pp. 200-211
Author(s):  
Helen I. Cannella-Malone ◽  
Eliseo D. Jimenez ◽  
John M. Schaefer ◽  
Megan Miller ◽  
Hollie Byrum
Keyword(s):  
Skill Acquisition ◽  
Daily Living ◽  
Severe Disabilities ◽  
Evidence Base ◽  
Task Type ◽  
Future Research ◽  
Video Prompting ◽  
Different Types ◽  
Living Skills ◽  
Students With Severe Disabilities

Video prompting has a strong evidence base as an effective strategy to teach students with severe disabilities a variety of skills including daily living skills. This study examined whether differences in daily living tasks (i.e., multistep, multicomponent, and sequential tasks) would impact skill acquisition using video prompting by three participants with severe to profound disabilities. Results indicated that although video prompting was effective broadly, aspects of task type taught may affect the pace of an individual’s acquisition. Implications for future research and practice are discussed.

Accomplishing More Together

2016 ◽  
Vol 41 (4) ◽  
pp. 256-272 ◽  
Author(s):  
Elizabeth E. Biggs ◽  
Carly B. Gilson ◽  
Erik W. Carter
Keyword(s):  
Special Education Teachers ◽  
Severe Disabilities ◽  
Professional Relationships ◽  
Future Research ◽  
Complex Nature ◽  
District Leaders ◽  
Collaborative Relationships ◽  
Working Together ◽  
Students With Severe Disabilities

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined educator perspectives on what influences the quality of their professional relationships, as well as how their perspectives on these influences converged or diverged. Teachers and paraprofessionals identified five themes of influences to the quality of their relationships: teacher influences, paraprofessional influences, shared influences (i.e., related to the collective efforts of teachers and paraprofessionals), administrative influences (i.e., related to school and district leaders), and underlying influences (i.e., related to contextual or other factors). The findings highlight the complex nature of these relationships and emphasize the importance of supporting teachers and paraprofessionals as they work together to meet the needs of students with severe disabilities. We offer recommendations for future research and practice aimed at strengthening the quality and impact of special educator–paraprofessional collaborations.

Parent and Teacher Perspectives on Friendships and Social Interactions of Secondary Students With Intellectual and Developmental Disabilities

Inclusion ◽  
2016 ◽  
Vol 4 (4) ◽  
pp. 239-256 ◽  
Author(s):  
Zachary Rossetti ◽  
Donna Lehr ◽  
Shuoxi Huang ◽  
Jessica Ghai ◽  
Nancy Harayama
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Social Interactions ◽  
Secondary Students ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Structured Interviews ◽  
School Students ◽  
Inclusive Settings ◽  
Direct Support

AbstractFriendships between students with and without intellectual and developmental disabilities (IDD) remain infrequent, especially at the secondary level. However, when friendships between students with and without IDD have developed, direct support from parents and teachers has been a critical facilitator. Thus, this qualitative study examined parent (n = 10) and teacher (n = 20) perspectives on friendships and social interactions of middle and high school students with IDD receiving special education services in inclusive settings at least part of the day. The data were collected through semi-structured interviews with each participant and analyzed inductively using a multistage process of open and then thematic coding. The thematic findings suggest that the challenge of friendship development between students with and without IDD is ongoing, though there may be potential in focusing more explicitly and intentionally on increasing social interaction opportunities both in and out of school. Implications for future research and practice are described in the context of supporting students with and without IDD to increase social interactions and develop friendships.

The Nature of Interactions between Students with Severe Disabilities and Their Friends and Acquaintances without Disabilities

1994 ◽  
Vol 19 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Marquita Grenot-Scheyer
Keyword(s):  
Social Competence ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Future Research ◽  
Developmental Level ◽  
Child Characteristics ◽  
Functional Movement ◽  
Students With Severe Disabilities

Children with severe disabilities and their friends without disabilities were compared with children with severe disabilities and their acquaintances without disabilities on a range of characteristics and their interactions were examined. The sample included 20 children with severe disabilities and 11 children without disabilities. Dyads (child with severe disabilities and his/her friend without disabilities, child with severe disabilities and his/her acquaintance without disabilities) were videotaped while playing with a variety of games during two periods of 15 min each. Considering child characteristics first, the friends and acquaintances did not differ in developmental level, language age, or functional movement. There also were no significant differences between the groups on social competence. In regards to interactions, there were several differences between the friend and acquaintance groups, but the majority of these differences were not statistically significant. The results are interpreted and implications for future research and educational programs are suggested.

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