Parent and Caregiver Impressions of Different Educational Models

1998 ◽  
Vol 19 (3) ◽  
pp. 173-180 ◽  
Author(s):  
Douglas Fisher ◽  
Ian Pumpian ◽  
Caren Sax
Keyword(s):  
Parental Support ◽  
School Change ◽  
Educational Innovation ◽  
Severe Disabilities ◽  
Class Model ◽  
Community Based ◽  
Educational Models ◽  
Special Day Class ◽  
Based Instruction ◽  
Students With Severe Disabilities

Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.

Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction

2020 ◽  
Vol 58 (5) ◽  
pp. 432-446
Author(s):  
Shari L. Hopkins ◽  
Stacy K. Dymond
Keyword(s):  
High School ◽  
High School Students ◽  
Special Education Teachers ◽  
Comparative Method ◽  
Severe Disabilities ◽  
Individual Student ◽  
School Students ◽  
Community Based ◽  
Based Instruction ◽  
Students With Severe Disabilities

Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.

Integrating Related Services in Community Instruction

1987 ◽  
Vol 12 (3) ◽  
pp. 190-198 ◽  
Author(s):  
Beverly Rainforth ◽  
Jennifer York
Keyword(s):  
Program Development ◽  
Severe Disabilities ◽  
Educational Services ◽  
Community Based ◽  
Related Services ◽  
Community Environments ◽  
Based Instruction ◽  
Students With Severe Disabilities

Community-based instruction and transdisciplinary teamwork have been advocated as desirable elements of educational services for students with severe disabilities. As more students receive instruction in community environments, the need for related services personnel to participate in program development and implementation in off-campus locations becomes more evident. This article presents guidelines and examples of how transdisciplinary teams can deliver services to students with severe disabilities in community environments. Recommendations are also given for scheduling and other aspects of effective teamwork.

The Future of Computer-Based Interactive Technology for Teaching Individuals with Moderate to Severe Disabilities: Issues Relating to Research and Practice

2002 ◽  
Vol 18 (1) ◽  
pp. 5-16 ◽  
Author(s):  
John Langone ◽  
Tom J. Clees ◽  
Lloyd Rieber ◽  
Michael Matzko
Keyword(s):  
Severe Disabilities ◽  
Community Based ◽  
Instructional Tools ◽  
Multimedia Environment ◽  
Moderate To Severe Disabilities ◽  
Funded Project ◽  
Computer Based ◽  
Method Of Instruction ◽  
Based Instruction ◽  
Natural Settings

There are a number of community adjustment and transition models that indicate individuals with disabilities will require instruction across numerous domains that represent skills such as community literacy, mobility, purchasing, social interactions, and safety. To accomplish the instruction of such skills, community-based activities have been increasingly employed to teach these transition skills. However, the amount of time and the number of community-based learning trials needed for students with moderate to severe disabilities to acquire targeted skills can be in excess of the fiscal resources allotted. To overcome many of the logistical and fiscal problems associated with community-based instruction, educators have developed simulated activities that involve training in non-target environments with materials that simulate the targeted, or natural, settings. These simulated activities may or may not be successful depending on the attention given to strategies that promote generalization. These strategies are well known and have been extensively discussed in the literature. One method of instruction that can potentially expose learners to numerous stimuli designed to promote generalization of learned functional skills is computer-based multimedia. The purpose of this article is to identify and discuss the salient features of multimedia instructional tools that may be able to provide students with more effective and efficient simulated instructional activities in the area of transition skills. Also presented is information related to a federally funded project designed to develop a multimedia environment for providing this type of instruction as well as a vision for developing a research agenda designed to test the effectiveness of such instruction.

Educational Support for Students with Severe Problem Behaviors in Oregon: A Descriptive Analysis from the 1987–1988 School Year

1992 ◽  
Vol 17 (3) ◽  
pp. 154-169 ◽  
Author(s):  
Robert H. Horner ◽  
Susan M. Diemer ◽  
Karen C. Brazeau
Keyword(s):  
Problem Behaviors ◽  
Descriptive Analysis ◽  
Severe Disabilities ◽  
Severe Problem ◽  
Regular School ◽  
School Year ◽  
School Day ◽  
Based Instruction ◽  
Students With Severe Disabilities ◽  
Education Support

Oregon has been identified as a leader in maintaining students with severe disabilities in regular school environments (Danielson & Bellamy, 1989). This paper presents descriptive data from a survey completed by teachers of students with severe disabilities in Oregon during 1988. The survey was designed to determine if students with severe disabilities who engage in problem behaviors are placed in regular school settings in Oregon, and what organizational variables were used to assist such students to be part of regular schools. The survey of teachers working with students with severe disabilities was conducted in collaboration with the Oregon Department of Education. Seventy-five percent of the teachers responded to the survey. They identified 184 students as having severe intellectual disabilities and severe problem behaviors (0.4% of all students in the state receiving special education support). The teachers reported that the major extra support for students with severe problem behaviors was in the form of additional teaching assistants. The teachers reported that they did not feel adequately prepared in their preservice training to deal with students with severe problem behaviors, and did not feel there were adequate resources for supporting such students. When queried about educational outcomes, however, the teachers reported that over 90% of students with severe problem behavior spent some portion of each school day socially integrated with students who were not disabled, and that over 40% of the students with problem behaviors spent some time each week physically integrated through community-based instruction. The paper discusses the challenge faced by schools as they attempt to build the capacity to support students with more significant behavior problems.

Enhancing Choice and Participation for Adults with Severe Disabilities in Community-Based Instruction

1998 ◽  
Vol 23 (3) ◽  
pp. 252-260 ◽  
Author(s):  
Karena J. Cooper ◽  
Diane M. Browder
Keyword(s):  
Fast Food ◽  
Task Analysis ◽  
Instructional Support ◽  
Severe Disabilities ◽  
Community Based ◽  
Fast Food Restaurants ◽  
Based Instruction

Three adults with severe disabilities received instructional support to make purchases in fast food restaurants. During baseline and intervention, participants received discrete, systematic prompting and feedback to perform the steps of the purchasing task analysis. During intervention, participants were prompted to make five distinct choices during the community routine. This prompting resulted not only in increased choicemaking, but also in collateral increases in the performance of the purchasing task analysis.

A Functional Analysis of the Acquisition and Maintenance of Janitorial Skills in a Competitive Work Setting

1988 ◽  
Vol 13 (1) ◽  
pp. 1-7 ◽  
Author(s):  
David W. Test ◽  
Teresa Grossi ◽  
Patricia Keul
Keyword(s):  
Work Experience ◽  
Vocational Training ◽  
Supported Employment ◽  
Training Programs ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Work Setting ◽  
Community Based ◽  
Effective Community ◽  
Students With Severe Disabilities

There is a need for empirically based studies to support public school on-the-job training programs for students with severe disabilities. This study examined the use of supported employment via the supported jobs model to provide competitive work experience for a 19-year-old student with severe disabilities. The job trained involved a complex set of janitorial skills, including emptying trash cans, detail cleaning, and daily cleaning. Training consisted of a combination of total task presentation and an individualized prompting hierarchy. A multiple baseline across behaviors design was employed across the three sets of behaviors. Results demonstrated the acquisition and maintenance of all skills at 100% accuracy. The use of supported employment as a means of providing competitive work experience for students with severe disabilities and the need for further research on effective community-based vocational training strategies are discussed.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

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