Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes

2021 ◽  
Vol 46 (1) ◽  
pp. 35-52
Author(s):  
Emily M. Kuntz ◽  
Erik W. Carter
Keyword(s):  
General Education ◽  
Academic Engagement ◽  
Collaborative Planning ◽  
Severe Disabilities ◽  
General Educators ◽  
Intervention Package ◽  
School Students ◽  
Instructional Behaviors ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student’s academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions.

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.

Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes

1991 ◽  
Vol 58 (3) ◽  
pp. 244-258 ◽  
Author(s):  
Jennifer York ◽  
Terri Vandercook ◽  
Cathy Macdonald ◽  
Cheri Heise-Neff ◽  
Ellen Caughey
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
General Educators ◽  
First Year ◽  
School Students ◽  
Preliminary Study ◽  
Students With Severe Disabilities

General educators, special educators, and classmates without disabilities were surveyed at the end of the first year that middle-school students with severe disabilities were integrated into general education classes in two suburban midwestern communities. Results of this preliminary study revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of perceived social competence, were realized by the students with severe disabilities. Acceptance of these students by classmates was considered to have increased substantially. Educators felt the general class integration experiences were positive for themselves and for students, although there were differences in perspectives between general and special educators.

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.

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities

2021 ◽  
pp. 106342662110514
Author(s):  
Sara Estrapala ◽  
Allison Leigh Bruhn ◽  
Ashley Rila
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
General Education ◽  
Academic Engagement ◽  
Single Case ◽  
Self Regulation ◽  
School Students ◽  
Self Monitoring ◽  
Multiple Probe

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

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.

scholarly journals The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms

2001 ◽  
Vol 26 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Guy H. Gilberts ◽  
Martin Agran ◽  
Carolyn Hughes ◽  
Michael Wehmeyer
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
General Education Teachers ◽  
Peer Tutors ◽  
School Students ◽  
Self Monitoring ◽  
Monitoring Strategies ◽  
Survival Skills ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilities. We employed a multiple baseline across subjects design. Instruction was provided in general education content classes. The students were taught to indicate on a self-recording sheet if they performed each of 11 skills. Data revealed an increase in the percentages of occurrence of survival skills across all students. Also, their general education teachers indicated that they observed a positive change for four of the five students. All students indicated that they believed that they were part of the class and reported an increase in their classroom participation. The implications of these findings are discussed.

Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Craig H. Kennedy ◽  
Smita Shukla ◽  
Dale Fryxell
Keyword(s):  
Social Support ◽  
Special Education ◽  
General Education ◽  
Severe Disabilities ◽  
Control Group ◽  
Full Time ◽  
Intermediate School ◽  
School Students ◽  
Education Group ◽  
Students With Severe Disabilities

Two groups of intermediate school students with severe disabilities were studied across one school year. One group of students participated full time in general education classrooms; the other group was supported via special education classrooms. Using a posttest-only control group design with matched comparisons, each students social interactions, social support behaviors, and friendship networks were measured. The results indicate substantive social benefits for the general education group, relative to students who received support in special education classrooms. In particular, students in the general education group interacted more frequently with peers without disabilities, provided and received higher proportions of social support, and had larger, and more durable, networks of peers without disabilities. The findings are discussed in relation to current efforts to understand the empirical outcomes of inclusive education.

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.

Sign in / Sign up

Export Citation Format

Share Document