Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors

2019 ◽  
Vol 45 (1) ◽  
pp. 4-13 ◽  
Author(s):  
Martin Agran ◽  
Lewis Jackson ◽  
Jennifer A. Kurth ◽  
Diane Ryndak ◽  
Kristin Burnette ◽  
...  
Keyword(s):  
General Education ◽  
National Level ◽  
Severe Disabilities ◽  
Learning Needs ◽  
Federally Funded ◽  
Learner Outcomes ◽  
Placement Decisions ◽  
Classroom Placement ◽  
Delivery Options ◽  
Students With Severe Disabilities

Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.

Placement of Students with Severe Disabilities Who Have Complex Health Care Needs in General Education Classes

2019 ◽  
Vol 45 (1) ◽  
pp. 39-44
Author(s):  
Donna H. Lehr
Keyword(s):  
Health Care ◽  
General Education ◽  
Severe Disabilities ◽  
School Buildings ◽  
Health Care Needs ◽  
Specific Group ◽  
Care Needs ◽  
Placement Decisions ◽  
Students With Severe Disabilities ◽  
Made In

Data reveal that insufficient progress has been made in increasing the number of students with severe disabilities who are educated in general education classes. Agran et al. asked why this is happening and discussed determinants that may be affecting placement decisions that serve to segregate students from their peers. This article is a review of the circumstances that have facilitated the movement of students with both severe disabilities and complex health care needs from hospitals and homes, and into school buildings. It also extends Agran et al.’s discussion to placement decisions that may be affecting this specific group of students.

Why Students with Severe Disabilities Are Not Being Placed in General Education Classrooms: Using the Frame of a Basic Change Model to Expand the Discussion

2019 ◽  
Vol 45 (1) ◽  
pp. 63-68
Author(s):  
Terri Vandercook ◽  
Debbie Taub ◽  
Tayler Loiselle ◽  
Amanda Shopa
Keyword(s):  
General Education ◽  
Systemic Change ◽  
Systems Change ◽  
Severe Disabilities ◽  
Educational Practices ◽  
Change Model ◽  
Basic Change ◽  
Placement Decisions ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This article addresses particular aspects of the Agran et al. identified determinants related to inclusive educational practices for students with severe disabilities. More specifically, this article focuses on perceptions of competency in students with severe disabilities and the resulting placement decisions, as well as facilitating systemic change to build inclusive systems. The discussion focuses on how the determinant related to perceptions of competency and the four elements of systems change identified by Agran et al. play a part in the ongoing lack of inclusion for these students. This response uses the frame of a basic change model to further the discussion on the important question of why students with severe disabilities are not being placed in general education classrooms.

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.

scholarly journals Involvement and Participation of Students With Severe Disabilities in SWPBIS

2018 ◽  
Vol 52 (3) ◽  
pp. 131-141
Author(s):  
Jennifer A. Kurth ◽  
Alison L. Zagona
Keyword(s):  
General Education ◽  
Student Outcomes ◽  
Behavioral Interventions ◽  
Severe Disabilities ◽  
General Educators ◽  
Support Needs ◽  
Positive Behavioral Interventions ◽  
Tier 1 ◽  
Tiered System ◽  
Students With Severe Disabilities

With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., “severe” disabilities) in this tiered system must be considered. These students remain programmatically and physically separated from general education instruction and activities. Given that SWPBIS is implemented in general education settings and it is designed to support all students, the purpose of this study was to investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support needs in SWPBIS processes and procedures within one state. Findings suggest the coaches believe that students with extensive support needs are physically and programmatically separated from Tier 1 SWPBIS instruction and activities, with few general educators expressing participation in facilitating their involvement. Implications and recommendations for these findings are provided.

An Examination of the Acceptability of Instructional Practices for Students with Severe Disabilities in General Education Settings

1994 ◽  
Vol 19 (2) ◽  
pp. 75-83 ◽  
Author(s):  
Felix F. Billingsley ◽  
Bridget Kelley
Keyword(s):  
Best Practices ◽  
General Education ◽  
Regular Education ◽  
Severe Disabilities ◽  
Teacher Preparation Programs ◽  
Practice Research ◽  
Preparation Programs ◽  
Academic Settings ◽  
Students With Severe Disabilities ◽  
Education Of Students

This study investigated 51 instructional methods specifically targeted as best practices for the education of students with severe disabilities. A survey was mailed to 120 project directors, professors, administrators, and researchers who provided direct and/or indirect services to individuals with severe disabilities. A total of 53 surveys (44%) was returned and 51 were included in the final data analysis. Participants judged each method on familiarity, soundness, and appropriateness for implementation in general education settings. Findings indicated that all methods were judged both sound and appropriate by the majority of participants. Twelve methods, however, were considered inappropriate in academic settings by 20% or more of the respondents, whereas one method was considered inappropriate by at least 20% of participants in other regular education settings. Implications for practice, research, and preservice teacher preparation programs 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.

Addressing the General Education Curriculum in General Education Settings with Students with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Sarah L. Ballard ◽  
Stacy K. Dymond
Keyword(s):  
Data Analysis ◽  
General Education ◽  
Thematic Analysis ◽  
Social Inclusion ◽  
Secondary Data ◽  
Severe Disabilities ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This systematic literature review examined research on stakeholders’ beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then analyzed using an inductive coding approach and thematic analysis. Secondary data analysis revealed four major themes centered on (a) method of access, (b) type of curriculum, (c) barriers/concerns, and (d) benefits. Overall, stakeholders were found to perceive social inclusion as more important than involvement and progress in the general education curriculum for students with SD. Stakeholders also perceived numerous challenges around facilitating access to the general education curriculum in general education classrooms.

Fissuring Barriers to Inclusive Education for Students with Severe Disabilities

2020 ◽  
Vol 45 (1) ◽  
pp. 14-17
Author(s):  
Charles Dukes ◽  
Lauren Berlingo
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Severe Disabilities ◽  
Education Environment ◽  
Students With Severe Disabilities ◽  
Intense Debate

Inclusive education for students with severe disabilities has and continues to spark intense debate. To what extent should students with severe disabilities be educated in nonsegregated environments, particularly the general education environment? For some, there is no question, but history indicates many do not agree. Agran and colleagues provide a clear, concise summation of the rationale for continued segregation of students with severe disabilities. This commentary extends those arguments, speculating on how perceptions about people with disabilities manifest in society and in schools in particular, often resulting in continued segregation and far less inclusion than might be expected or warranted.

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

2017 ◽  
Vol 51 (3) ◽  
pp. 150-163 ◽  
Author(s):  
Matthew E. Brock ◽  
Heartley B. Huber
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Peer Support ◽  
Academic Engagement ◽  
Evidence Based Practice ◽  
Severe Disabilities ◽  
Alternate Assessment ◽  
Evidence Based ◽  
Exceptional Children ◽  
Students With Severe Disabilities

Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers.

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