The Integrated Programming Team: An Approach for Coordinating Professionals of Various Disciplines in Programs for Students with Severe and Multiple Handicaps

1987 ◽  
Vol 12 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Philippa H. Campbell
Keyword(s):  
Functional Assessment ◽  
Team Member ◽  
Severe Disabilities ◽  
Educational Settings ◽  
Related Services ◽  
Student Progress ◽  
Team Members ◽  
Hands On ◽  
Educational Structures ◽  
Students With Severe Disabilities

Historically, several different team structures have been used to provide assessment and programming by various disciplines in educational settings. Student goals are established on the basis of isolated assessments by each team member with remedial programming provided through either direct (hands-on) or indirect (consultative) services. This article describes an alternate approach to team programming that uses parents and professionals to select unified programming goals, provide direct and indirect related services, integrate programming methods, and monitor student progress. Program philosophy and overall functional assessment-curriculum organizes team members and guides implementation within various educational structures serving students with severe disabilities.

Instructional Costs of Inclusive Schooling

1994 ◽  
Vol 19 (3) ◽  
pp. 215-222 ◽  
Author(s):  
Christine Salisbury ◽  
Arthur Chambers
Keyword(s):  
Data Analysis ◽  
General Education ◽  
Severe Disabilities ◽  
Professional Staff ◽  
Archival Data ◽  
Related Services ◽  
Annual Basis ◽  
Students With Severe Disabilities ◽  
Schooling Practices ◽  
Inclusive Schooling

Relatively little is known about the relative costs of inclusion, particularly as they compare to more prevalent self-contained and/or segregated out-of-district placement options. This investigation was conducted to report longitudinal cost data associated with one district's evolution toward more inclusive schooling practices. Results of archival data analysis revealed: (a) that District costs were significantly less on an annual basis relative to comparable costs for out-of-district services; (b) a significant increase in the number of students with severe disabilities over the 5-year period, with District costs still well below that of out-of-district services; (c) a doubling in contractual (related services) costs over the 5-year period, linked most directly to the dramatic increase in the number of students with more intensive needs; and (d) a significant increase in the number of and reliance on para-professional staff for supporting classified and nonclassified students in general education.

Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities

2018 ◽  
Vol 33 (4) ◽  
pp. 259-269 ◽  
Author(s):  
Matthew E. Brock ◽  
Rachel L. Seaman ◽  
Andrea L. Gatsch
Keyword(s):  
Professional Development ◽  
Time Delay ◽  
Video Modeling ◽  
Severe Disabilities ◽  
Constant Time Delay ◽  
Constant Time ◽  
Evidence Based ◽  
Student Progress ◽  
Students With Severe Disabilities ◽  
The Impact

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.

Future Education Leaders' Needs in Serving Students With Severe Disabilities: A Call for Intentional Preparation

Inclusion ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 60-76 ◽  
Author(s):  
Phyllis M. Robertson ◽  
Karen N. McCaleb ◽  
Nancy J. Smith
Keyword(s):  
Educational Administration ◽  
Severe Disabilities ◽  
Learning Opportunities ◽  
Effective Implementation ◽  
Education Leaders ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Students With Severe Disabilities ◽  
Future Education

Abstract Qualitative analysis of three discipline-specific focus groups (graduate students in educational leadership/educational administration, curriculum and instruction, and counseling) revealed that these participants are largely unprepared to serve students with extensive and pervasive support needs. Rather, these professionals reported relying upon their ability to learn from others, their personal experiences, and their capacity to “take risks and fake it.” They cited numerous barriers to effective implementation of inclusion revealing that they were often afraid to ask for clarification and support; had limited opportunities for meaningful collaboration; engaged with a system that often placed form over function; and worked with students who experienced segregation, neglect, and isolation. Participants offered suggestions for improving university-based preparation, enhancing professional development, and increasing hands-on learning opportunities along with the need to create a supportive system for educators, students, and their families.

Perceptions Matter: Administrators’ Vision of Instruction for Students with Severe Disabilities

2017 ◽  
Vol 43 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Carly A. Roberts ◽  
Andrea L. Ruppar ◽  
Amy J. Olson
Keyword(s):  
Instructional Practices ◽  
Teaching And Learning ◽  
School Administrators ◽  
Severe Disabilities ◽  
Educational Settings ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Students With Severe Disabilities

School administrators play an important role in shaping teaching and learning. However, very little is known regarding how school administrators perceive instruction for students with severe disabilities and how those perceptions shape expectations and visions for instruction. Semistructured interviews were used to interview 12 administrators responsible for evaluating teachers of students with severe disabilities across a variety of educational settings. The interviews were designed to ascertain administrators’ perceptions about teachers’ expertise and their ideal vision of instruction for students with severe disabilities. Findings highlight administrators’ varying visions of instruction, which reveal the ways these visions might influence their expectations for teachers and students. Implications for inclusion and instructional practices are discussed.

Applying Functional Assessment in General Education Classrooms

1998 ◽  
Vol 19 (6) ◽  
pp. 338-349 ◽  
Author(s):  
Pamela J. Larson ◽  
John W. Maag
Keyword(s):  
Special Education ◽  
General Education ◽  
Functional Assessment ◽  
Environmental Variables ◽  
Severe Disabilities ◽  
Mild Disabilities ◽  
The Future ◽  
Students With Severe Disabilities ◽  
General Education Classrooms ◽  
Theoretical Foundations

Functional assessment involves generating hypotheses about the purpose a behavior serves and the environmental variables maintaining it in order to develop effective and efficient interventions. Functional assessment has been used extensively with students with severe disabilities in special education settings. However, few applications of functional assessment have been reported with students with mild disabilities in general education classrooms. The purpose of this article is to address the use of functional assessment in general education classrooms with students with mild disabilities. We present the theoretical foundations of functional assessment, describe the procedures involved in conducting a functional assessment, discuss some of the obstacles to applying functional assessment in general education classrooms, and make recommendations for the future use of functional assessment in general education classrooms with students with mild disabilities.

Combining Reward and Escape DRO to Reduce the Problem Behavior of Students with Severe Disabilities

1993 ◽  
Vol 18 (2) ◽  
pp. 85-92 ◽  
Author(s):  
Craig H. Kennedy ◽  
Thomas G. Haring
Keyword(s):  
Problem Behavior ◽  
Functional Assessment ◽  
Relative Effectiveness ◽  
Latin Square ◽  
Severe Disabilities ◽  
Reinforcement Schedules ◽  
Alternating Treatments Design ◽  
Positive Reinforcer ◽  
Contingent Access ◽  
Students With Severe Disabilities

During instruction, the occurrence per minute of problem behavior was studied across three students with severe disabilities. Following a functional assessment identifying problem behavior as being related to teacher demands, reinforcement schedules based upon reward DRO, escape DRO, and combined DRO were analyzed for their relative effectiveness in decreasing problem behavior across three tasks. The three DRO schedules were studied using an alternating treatments design with intervention by task Latin square counterbalancing. Reward DRO used contingent access to a preferred event following the omission of problem behavior as a positive reinforcer. Escape DRO allowed the termination of instruction contingent on the omission of problem behavior. Combined DRO employed both types of reinforcer functions used in the reward and escape DRO schedules. Reduction in the frequency of problem behavior was greatest for all three students using the combined DRO schedule.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

“How Can a Student with Severe Disabilities Be in a Fifth-Grade Class When He Can’t Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment

2019 ◽  
Vol 45 (1) ◽  
pp. 23-27
Author(s):  
Michael F. Giangreco
Keyword(s):  
General Education ◽  
Least Restrictive Environment ◽  
Severe Disabilities ◽  
Fifth Grade ◽  
Team Members ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Restrictive Environment ◽  
Inclusive Schooling

This article briefly responds to the following question: Why aren’t more students with severe disabilities being placed in general education classrooms? I offer five reasons why more students with severe disabilities are not included, because: (a) ableism persists, (b) schools continue to misapply the least restrictive environment provisions of the Individuals with Disabilities Education Act in placement determinations, (c) too many team members have difficulty conceptualizing curricular inclusion, (d) some professionals pit placement against instruction as an “either/or” proposition, and (e) typical approaches to systems change leave behind students with severe disabilities. The article calls on the field to continue and speed the change process so that more students can benefit sooner from inclusive schooling.

scholarly journals Talking without words

2020 ◽  
Vol 34 (Esp.) ◽  
pp. 117-125
Author(s):  
Michelle Grenier ◽  
Lauren Lieberman
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Education Plan ◽  
Second Grade ◽  
Team Members ◽  
Teachers And Students ◽  
Field Notes ◽  
Students With Severe Disabilities ◽  
Iep Team

This case study explored the inclusion of students with severe disabilities in a general elementary physical education program. Qualitative methods were used to capture the communication protocols and instructional practices used by the physical education (PE) teacher and Individual Education Plan (IEP) team members in one fourth grade and second grade physical education classroom.  Data from three primary sources including field notes, interviews and a journal were analyzed to address questions of interest. Findings revealed four primary themes. The first “Collaboration-Needing to Know What I Don’t Know” described the process the PE teacher used in gaining information on her students with disabilities. The second, “Community in the Classroom,” revealed the value system shared by the IEP team members. The third theme, “The Role of Modeling” articulated the value of appropriated practices between teachers and students. The final theme, “Talking Without Words” highlighted the communicative processes and shared language between the students with and without disabilities.

Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

2003 ◽  
Vol 69 (3) ◽  
pp. 315-332 ◽  
Author(s):  
Pam Hunt ◽  
Gloria Soto ◽  
Julie Maier ◽  
Kathy Doering
Keyword(s):  
At Risk ◽  
Special Education ◽  
General Education ◽  
Severe Disabilities ◽  
Students At Risk ◽  
Team Members ◽  
Classroom Activities ◽  
Students With Severe Disabilities ◽  
General Education Classrooms ◽  
Special Education Personnel

This study investigated the effectiveness of a general education/special education collaborative teaming process on the academic and social participation of six students in general education classrooms. Three of the students experienced severe disabilities. The other three were considered academically at risk. Each student was supported by an educational team that included general and special education personnel and the students' parents. Each team developed and collaboratively implemented individualized Unified Plans of Support for one student at risk and a classmate with disabilities, consisting of academic adaptations and communication and social supports. The effectiveness of the support plans was evaluated through behavioral observations and team interviews. Intervention outcomes suggested that for each of the six students consistent implementation of the plans of support by team members was associated with increases in academic skills, engagement in classroom activities, interactions with peers, and student-initiated interactions.

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