scholarly journals Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

2018 ◽  
Vol 37 (2) ◽  
pp. 1-12
Author(s):  
Wendy Rogers ◽  
Nicole Johnson
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Multiple Disabilities ◽  
Significant Disabilities ◽  
Idea 1997 ◽  
Diverse Student ◽  
General Education Classroom ◽  
High Incidence Disabilities ◽  
Support Students ◽  
Diverse Student Population

Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

Lessons From Research for Implementing An Instructional Accommodations Model in Secondary Inclusion

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
David Scanlon ◽  
Allison Nannemann ◽  
Diana Baker
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
General Educators ◽  
Classroom Accommodations ◽  
Secondary Classroom ◽  
High Incidence Disabilities ◽  
Secondary Inclusion ◽  
Support Students ◽  
Instructional Accommodations

Inclusion teachers at the secondary level need research-based guidance on how to support students with disabilities using accommodations in the classroom. A team of general education and special education teachers developed a model for planning, implementing, and monitoring instructional accommodations. The model calls for students’ active engagement. Findings from two studies on students with high incidence disabilities learning a strategy for “self-accommodating” inform on how general educators and special educators can implement the Secondary Classroom Accommodations Model with active student involvement.

Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics

2021 ◽  
pp. 105345122110249
Author(s):  
Emily C. Bouck ◽  
Mary K. Bouck
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Education Teachers ◽  
Limited Attention ◽  
High Incidence ◽  
Potential Benefits ◽  
High Incidence Disabilities ◽  
Pictorial Representations ◽  
Support Students ◽  
Number Talks

Number talks are increasingly used in general education mathematics classes to engage students. Yet, and despite the potential benefits, number talks are given limited attention for students with high-incidence disabilities in special education settings. This article presents special education teachers with both the why and, more importantly, the how for implementing number talks to support students with high-incidence disabilities in special education settings. Specifically, the authors address how number talks can serve as both a formative assessment and an intervention for fluency and activating students’ background knowledge to be successful in general education settings. The article also provides suggestions for implementing number talks with fidelity and flexibility (e.g., use of manipulatives, pictorial representations, and teacher explicit instruction of numerical strategies).

Pedagogical Practices in Teaching Students With Disabilities in Inclusive Education

2021 ◽  
pp. 66-86
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Service Providers ◽  
Pedagogical Practices ◽  
Rehabilitation Professionals ◽  
Related Service ◽  
Diverse Student Population

Today's inclusive education settings consist of a diverse student population that needs a different pedagogical approach. Both general education and special education teachers may face difficulties to engage students in meaningful tasks and to promote learning. Teachers may struggle to effectively reach all students with different abilities in an inclusive education setting. Teachers implement several strategies to keep students engage in inclusive education settings. Teachers do multiple tasks, such as teaching students, developing engaging lessons, assessing and tracking students' learning, collaborating with teachers and rehabilitation professionals, implementing evidence-based strategies, and delivering instructions in various formats. Inclusive education needs administrators, related service providers, general education teachers, and special education teachers to optimize students' learning. This chapter aims to highlight pedagogical practices in teaching students with disabilities in inclusive education settings.

A whole provider approach to widening participation: a phenomenographic case study exploring the perceptions and experiences of staff and students working in a widening participation role

2021 ◽  
Vol 23 (1) ◽  
pp. 5-30
Author(s):  
Rebecca Maccabe
Keyword(s):  
Holistic Approach ◽  
Widening Participation ◽  
Structured Interviews ◽  
Underrepresented Groups ◽  
Graduate Employment ◽  
Diverse Student ◽  
Phenomenographic Study ◽  
Support Students ◽  
Diverse Student Population

The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.

STRIVE to improve educational outcomes: supporting students with disabilities in the general education classroom

2019 ◽  
Vol 58 (16) ◽  
pp. 171-185
Author(s):  
Kristen S. Schrauben ◽  
Jamie Owen-DeSchryver ◽  
Sanja Cale
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Student Outcomes ◽  
Social Challenges ◽  
School Settings ◽  
General Education Classroom ◽  
And Performance ◽  
Performance Teachers ◽  
Support Students

Increasingly, students with a variety of disabilities are being included in general education settings; however, many of these students have academic, behavioral, and social challenges that can interfere with their participation and performance. Teachers and school professionals supporting students with disabilities need effective and efficient strategies that can improve student outcomes. This paper describes a set of six domains of research-supported practices that can be implemented to support students. These practices are organized using the acronym STRIVE: Social supports, Teaching practices, Rewards and motivation, Independence, Visual supports, and Engagement. We include examples of how these practices can be used class-wide to support all students, and how they can be adapted to support specific students with disabilities. Practitioner-friendly applications and resources are included to support implementation within school settings.

scholarly journals Examining National Trends in Educational Placements for Students With Significant Disabilities

2016 ◽  
Vol 38 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth ◽  
Paul E. Johnson
Keyword(s):  
General Education ◽  
Multiple Disabilities ◽  
Annual Reports ◽  
Future Research ◽  
Educational Placement ◽  
Significant Disabilities ◽  
Educational Placements ◽  
National Trends ◽  
Log Ratio ◽  
Students With Significant Disabilities

Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared with groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.

Using Web-based Information to Facilitate Inclusion Practices in Rural Communities

2001 ◽  
Vol 20 (4) ◽  
pp. 3-10 ◽  
Author(s):  
Robin H. Lock
Keyword(s):  
Special Education ◽  
Rural Communities ◽  
General Education ◽  
Special Needs ◽  
Rural Schools ◽  
Special Education Teachers ◽  
Students With Special Needs ◽  
Individuals With Disabilities Act ◽  
General Education Classroom ◽  
Positive Method

The reauthorization of the Individuals with Disabilities Act in 1997 places greater emphasis on the inclusion of students with special needs in the general education classroom. For many rural schools, inclusion has been seen as a positive method for providing special education to students with special needs. However, many general educators including those in rural communities report a lack of preparation as a hindrance to their ability to effectively teach these included students. Difficulties in hiring certified special education teachers and a lack of viable methods increasing knowledge about students with special needs have interfered with many general education teachers' ability to serve these students adequately in the general education classroom. For rural schools districts and their teachers, access to information about students with special needs is not easily obtained. This article examines an electronic method for providing information to facilitate inclusion to rural educators in their home communities.

scholarly journals Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative

2020 ◽  
Vol 5 (S1) ◽  
pp. 21-29
Author(s):  
Wendy Murawski
Keyword(s):  
Service Delivery ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Least Restrictive Environment ◽  
Service Delivery Model ◽  
Virtual Instruction ◽  
General Education Classroom ◽  
Restrictive Environment ◽  
Support Students

Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and should, be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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