LRE and the Placement of Students with Severe Disabilities

1992 ◽  
Vol 17 (3) ◽  
pp. 145-153 ◽  
Author(s):  
Kathryn Haring ◽  
Felicia Farron-Davis ◽  
Lori Goetz ◽  
Patricia Karasoff ◽  
Wayne Sailor ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Small Sample ◽  
Educational Placement ◽  
National Monitoring ◽  
Severely Handicapped ◽  
Degree Of Disability ◽  
Survey Validity ◽  
Students With Severe Disabilities ◽  
Integrated Or

This study addresses the issue of state variability in the placement of students with disabilities in integrated or segregated (students with disabilities only) settings. The study examines actual placement patterns of students with severe disabilities (“severely handicapped”) in a small sample of states in order to more closely identify and analyze factors that might influence national monitoring and reporting of LRE issues. Three states representing different geographical areas and including rural, suburban, and urban population bases participated in a direct survey. The survey asked respondents to identify the number of students with severe disabilities (as defined by the U.S. Department of Education) in the state and the educational placement of these students. A survey validity check was also carried out on a sample of 139 students across the three states. Students were observed and rated using a scale that reports degree of disability (moderate to profound) across nine characteristics; in addition, the placement of these students was recorded. The results of the study suggest that the means by which states collect child count data to report to the federal government under Section 618 of the Education for All Handicapped Children Act are inadequate to meet present informational needs. The collection of data by disability category, for example, rather than by estimates of the extent of disability, may make it difficult to evaluate the effects of present educational reform efforts.

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.

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

1995 ◽  
Vol 20 (1) ◽  
pp. 80-87 ◽  
Author(s):  
Martin E. Block ◽  
Terry L. Rizzo
Keyword(s):  
Students With Disabilities ◽  
Severe Disabilities ◽  
Adapted Physical Education ◽  
Physical Educators ◽  
Attitudes Toward Teaching ◽  
Profound Disabilities ◽  
Students With Severe Disabilities ◽  
Education Coursework ◽  
Regular Classes

The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.

Using Badges to Increase Initiations of Children with Severe Disabilities in a Play Setting

1993 ◽  
Vol 18 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Ann C. Jolly ◽  
St. Marks Center ◽  
David W. Test ◽  
Fred Spooner
Keyword(s):  
Students With Disabilities ◽  
Role Playing ◽  
Severe Disabilities ◽  
Free Play ◽  
Multiple Baseline ◽  
Play Skills ◽  
Training Strategy ◽  
Age Appropriate ◽  
Students With Severe Disabilities ◽  
Teacher Assistant

A study was conducted to investigate a training strategy that allowed children with severe disabilities to choose and initiate activities when playing with chronologically age-appropriate peers without disabilities. Prior to intervention, each student with severe disabilities was taught to use badges with photographs to indicate play activities. Pretraining involved role-playing with the teacher, teacher assistant, and a fourth grader without disabilities and not otherwise involved in the study. The intervention involved having students with disabilities take their badges into a free-play situation. A multiple-baseline, across-subjects design indicated a functional relationship between intervention and student use of play organizers, initiations, and shares. Results are discussed in terms of including students with severe disabilities in the training process when teaching social and play skills.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Peer Interactions and Social Acceptance of Elementary-Age Children with Severe Disabilities in an Inclusive School

1992 ◽  
Vol 17 (4) ◽  
pp. 205-212 ◽  
Author(s):  
Ian M. Evans ◽  
Christine L. Salisbury ◽  
Mary M. Palombaro ◽  
Jennifer Berryman ◽  
Tia M. Hollowood
Keyword(s):  
Students With Disabilities ◽  
Social Acceptance ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
School Year ◽  
The Social ◽  
Physical Affection ◽  
Inclusive School ◽  
Developmental Opportunities ◽  
Students With Severe Disabilities

Although there has been much attention paid to the social relationships of students with severe disabilities in integrated environments, few studies depict the kinds of interactions that can be expected in mainstreamed classrooms. Such information is important for designing classroom ecologies and interventions that will maximize developmental opportunities for all students. Eight children with severe disabilities and eight nonhandicapped peers were observed in their regular elementary school classrooms. Students with severe disabilities received more social approaches than they made. These interactions tended to be receiving assistance, although talk, play, and physical affection were also prevalent. Over the school year the number of interactions declined; however, the pattern (proportions of different types of interaction) became more typical (like those of nonhandicapped peers). Acceptance was measured by sociometric nomination, revealing that some of the students with severe disabilities were very popular, and some were not. Acceptance seemed unrelated to social competence, which did correlate with frequency of interactions initiated by the students with disabilities; acceptance was not related to number of social approaches made or received. The results indicate that children's social acceptance and opportunity for interaction are not uniquely associated with their status as individuals with severe disabilities, and suggest that the implicit standards and values of the students may play a significant role.

The Quality of IEP Objectives Associated with Placement on Integrated versus Segregated School Sites

1986 ◽  
Vol 11 (2) ◽  
pp. 125-130 ◽  
Author(s):  
Pam Hunt ◽  
Lori Goetz ◽  
Jacki Anderson
Keyword(s):  
Teacher Training ◽  
Best Practices ◽  
Severe Disabilities ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Regular School ◽  
Integrated Programs ◽  
Students With Severe Disabilities ◽  
Integrated Or

Individualized education programs (IEPs) written for students with severe disabilities who attended either integrated or segregated educational sites were evaluated on the basis of the degree to which they included seven components identified as indicators of best practices. These seven indicators fall into three categories: age-appropriateness, functionality, and potential for generalization to a variety of environments. Teacher training and expertise were held constant. A difference was found between the groups on the overall quality of IEP objectives, with higher scores on those IEPs written for students who were integrated into regular school campuses. Opportunities available in integrated programs that may enhance IEP quality are discussed.

Factors Associated with the Integrated Educational Placement of Students with Severe Disabilities

1993 ◽  
Vol 18 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Pam Hunt ◽  
Kathryn Haring ◽  
Felicia Farron-Davis ◽  
Debbie Staub ◽  
John Rogers ◽  
...  
Keyword(s):  
Survey Methodology ◽  
Theoretical Models ◽  
Severe Disabilities ◽  
Educational Placement ◽  
School Program ◽  
Combined Model ◽  
Factors Associated ◽  
Integrated Placement ◽  
Stepwise Procedure ◽  
Students With Severe Disabilities

A study, using survey methodology, was conducted to identify factors associated with the integrated educational placement of students with severe disabilities. Questionnaires were completed by the families and teachers of 1,009 students from five participating states. The questionnaires were designed to measure 19 variables that integration literature suggests are predictive of integrated placement. Logistical regression procedures were utilized to determine the probability of integrated placement as a function of the identified variables, which included characteristics of the student, family, school program, and community. A stepwise procedure was employed to examine three theoretical models of variables associated with integrated placement, representing integration advocacy, socioeconomic status, and program/facilities characteristics. Additionally, a combined model was estimated using the strongest predictors from the three theoretical models. Factors identified within each of the models are discussed in terms of their implications for increasing the integrated placement of students with severe disabilities.

Using Assistive Technologies in Millennium Teaching

2011 ◽  
pp. 2224-2225
Author(s):  
Carol Knicker
Keyword(s):  
Students With Disabilities ◽  
School Personnel ◽  
Severe Disabilities ◽  
Assistive Technologies ◽  
Special Treatment ◽  
Education Community ◽  
Technology Services ◽  
Education Act ◽  
Assistive Technology Services ◽  
Students With Severe Disabilities

What are assistive technologies (ATs) and how will millennium teachers use ATs to assist all learners? Assistive technologies can be defined as services or devices which allow students to meet their maximum potential. The Individuals with Disabilities Education Act (IDEA) requires this provision for all students with disabilities as part of its mandate to provide learners with a free and appropriate public education (FAPE). ATs have been available and used by students with disabilities, but have been, at times, problematic for the education community. For the most part, the purpose of ATs has been misunderstood to apply only to those students with severe disabilities. School personnel often remain uninformed regarding the range of assistive technology services and products available to them. Too often the use of these technologies has set students with disabilities farther apart from the rest of the class. ATs have been perceived to provide even inappropriate or inequitable assistance to the learning process, and have made students without disabilities wonder why some of their peers get “special treatment.” Teachers of the new millennium should be sensitive to these issues as they learn the wide range of technologies available to all learners.

Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving

2017 ◽  
Vol 42 (3) ◽  
pp. 171-186 ◽  
Author(s):  
Fred Spooner ◽  
Alicia Saunders ◽  
Jenny Root ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Conceptual Model ◽  
Common Core ◽  
Mathematical Problem ◽  
Mathematical Practice ◽  
Severe Disabilities ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Students With Severe Disabilities

There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

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.

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