Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports

2018 ◽  
Vol 56 (6) ◽  
pp. 396-411 ◽  
Author(s):  
James R. Thompson ◽  
Virginia L. Walker ◽  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
General Education ◽  
Instructional Strategies ◽  
Cognitive Disabilities ◽  
Educational Opportunities ◽  
Support Needs ◽  
Quarter Century ◽  
Significant Cognitive Disabilities ◽  
The Past ◽  
General Education Classrooms

Abstract Progress in including students with the most significant cognitive disabilities in general education environments has been unquestionably slow during the past quarter century. Systematic approaches to identifying and arranging supports are needed to accelerate this outcome. In this article, we propose an approach to understanding students by their support needs in relation to curricular demands, instructional strategies, and participation requirements as a means to enhance the capacities of schools and general education classrooms to educate all students.

The Influence of Access to General Education Curriculum on Alternate Assessment Performance of Students With Significant Cognitive Disabilities

2006 ◽  
Vol 28 (2) ◽  
pp. 181-194 ◽  
Author(s):  
Andrew T. Roach ◽  
Stephen N. Elliott
Keyword(s):  
General Education ◽  
Student Performance ◽  
Structural Equation ◽  
Rating Scales ◽  
Cognitive Disabilities ◽  
Alternate Assessment ◽  
Equation Modeling ◽  
Latent Factor ◽  
Support Materials ◽  
Significant Cognitive Disabilities

The primary purpose of this investigation was to understand the influence of access to the general curriculum on the performance of students with significant cognitive disabilities, as measured by the Wisconsin Alternate Assessment (WAA) for Students with Disabilities. Special education teachers (N = 113) submitted case materials for students with significant disabilities who were assessed using the WAA. Cases included WAA rating scales, students’ individualized education programs (IEPs), and a curricular access questionnaire. Structural equation modeling was used to examine the influence of curricular access on students’ WAA performance. Students’ scores on the WAA Reading, Language Arts, and Mathematics scales were included in the model as the indicators for the latent factor—student performance. Student grade level, teacher reports of students’ curricular access, percentage of academic focused IEP goals, and time spent in general education settings were included as predictors of students’ performance. Results indicated the model accounted for 41% of the variance in the latent factor of student performance. Implications of these results are discussed for the validity of WAA scores and the design of professional development and teacher support materials.

Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes

2017 ◽  
Vol 51 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Deborah A. Taub ◽  
Jessica A. McCord ◽  
Diane L. Ryndak
Keyword(s):  
General Education ◽  
Grade Level ◽  
Educational Opportunities ◽  
Future Research ◽  
Support Needs ◽  
Opportunities To Learn ◽  
Education Literature ◽  
Current State

Collectively, different sets of research lead to one conclusion—that most students with extensive support needs (ESN) are not being given appropriate, accessible, and meaningful opportunities to learn (OTL); when they are provided such OTL, however, students with ESN are learning. The purpose of this article is to (a) provide a general foundation for what constitutes OTL in general education literature, (b) define OTL in a way that is more complete when considering educational opportunities for students with ESN, (c) provide an overview of the current state of OTL for students with ESN, and (d) discuss additional elements that improve OTL for students with ESN. Given the proposed construct of OTL, we argue that students with ESN are not consistently or regularly provided appropriate and accessible OTL standards-aligned content. This article identifies elements that are necessary for providing consistent and effective OTL for students with ESN, facilitating their progress toward grade-level standards-aligned content, and outlines implications for future research.

Fair and Equitable Grading for ALL Students in Inclusive Settings

2021 ◽  
pp. 273247452110553
Author(s):  
Shawnee Y. Wakeman ◽  
Martha Thurlow ◽  
Elizabeth Reyes ◽  
Jacqueline Kearns
Keyword(s):  
General Education ◽  
Technical Assistance ◽  
Cognitive Disabilities ◽  
Inclusive Classroom ◽  
Grading Practices ◽  
Significant Cognitive Disabilities ◽  
Education Leaders ◽  
Inclusive Settings ◽  
General Education Classroom ◽  
Minimal Information

Grading is a common practice in general education settings. Few teachers, however, are clear about how they should grade students with significant cognitive disabilities when those students are included in the general education classroom. Unfortunately, existing research provides minimal information to aid teachers and education leaders as they consider fair and equitable grading practices for these students. In this article, we examine the four criteria for high-quality inclusive grading outlined by The William & Mary Training & Technical Assistance Center for grading within the inclusive classroom: (a) grades are accurate, (b) grades are meaningful, (c) grades are consistent, and (d) grades are supportive of learning and discuss how these criteria could be applied to provide a more fair and equitable grading system for students with significant cognitive disabilities.

Embedded, Constant Time Delay Instruction by Peers Without Disabilities in General Education Classrooms

2008 ◽  
Vol 46 (5) ◽  
pp. 346-363 ◽  
Author(s):  
J. Matt Jameson ◽  
John McDonnell ◽  
Shamby Polychronis ◽  
Tim Riesen
Keyword(s):  
Time Delay ◽  
General Education ◽  
Skill Acquisition ◽  
Cognitive Disabilities ◽  
Training Session ◽  
Study Data ◽  
Constant Time Delay ◽  
Constant Time ◽  
Peer Tutors ◽  
Significant Cognitive Disabilities

Abstract This study investigated the effects of a training package (written manual, individual training session, and ongoing verbal feedback) on middle school peer tutors' use of embedded, constant time delay procedures and on the learning outcomes for students with significant cognitive disabilities in general education settings. The study data showed that peer tutors could be trained quickly and efficiently to accurately use constant time delay and embedded instructional techniques in general education settings. The data also showed that peer tutors delivering embedded, constant time delay instruction in general education settings resulted in skill acquisition for students with significant cognitive disabilities. In addition, teacher and peer tutor measures were positive about the social validity of the procedures and outcomes of the peer-delivered embedded instructional package.

Peer Tutoring to Support Inclusion of Students With the Most Significant Cognitive Disabilities at the Secondary Level

Inclusion ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Kalley W. Malone ◽  
Julie A. Fodor ◽  
Aleksandra Hollingshead
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Junior High School ◽  
Cognitive Disabilities ◽  
School Setting ◽  
Maintenance Phase ◽  
Instructional Materials ◽  
Single Subject ◽  
Peer Tutors ◽  
Significant Cognitive Disabilities

Abstract Inclusion of students with the most significant cognitive disabilities is a complex topic in special education. This study, conducted in a typical junior high school setting, examined the use of peer tutors to support three students with the most significant cognitive disabilities in a general education teen living classroom. Using a single-subject ABA design, researchers examined if the use of peer tutors would result in increased engagement and participation of students with cognitive disabilities. Researchers measured student engagement as writing, orienting to the instruction, talking to peers about the activity, raising hand to speak, or reading instructional materials. During instruction, target students were prompted through a visual checklist to ask their peer tutors questions or for help when needed. Results showed an increase in engagement during the intervention, which was maintained when peers withdrew prompting. During the maintenance phase, the target students continued to ask peers for assistance and assist each other, thus explaining the maintenance of engagement rather than reversal to baseline levels. This initial study lends support for the use of peer tutors to encourage inclusion of secondary students with the most significant cognitive disabilities.

Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms

1998 ◽  
Vol 19 (2) ◽  
pp. 106-119 ◽  
Author(s):  
Barbara J. Scott ◽  
Michael R. Vitale ◽  
William G. Masten
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
General Educators ◽  
Future Research ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
The Individual ◽  
General Education Classrooms

Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.

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