scholarly journals KEEPING OUR STUDENTS SAFE DURING SCHOOL CRISES

2019 ◽  
Vol 38 (1) ◽  
pp. 1-9
Author(s):  
Dusty Columbia ◽  
Laura S Clarke ◽  
Kimberly Weber
Keyword(s):  
Critical Issue ◽  
Systematic Instruction ◽  
Related Event ◽  
Significant Disabilities ◽  
Intensive Instruction ◽  
Significant Disability ◽  
School Crises ◽  
And Behavior ◽  
Behavior Supports ◽  
Students With Significant Disabilities

As educators and parents of children with disabilities, we recognize that students with significant disabilities benefit from research-based strategies to support the development of academic and social learning. We regularly use systematic instruction and behavior supports to provide day-to-day instruction, yet this same detailed planning is not always carried through to support these students in preparation for school crises. Whether a student with a significant disability is in a weather-related event such as a tornado or a larger crisis such as a school shooting, she or he likely needs intensive instruction with research-based strategies in order to survive. In this article, we discuss the critical issue of systematically inquiring about the specific needs of students with significant disabilities as they pertain to staying safe in school crises and introduce why and how to write an Individual Emergency and Lockdown Plan (IELP) for these students.

Alignment of Supplementary Aids and Services With Student Needs and Placement

2021 ◽  
Vol 59 (3) ◽  
pp. 187-203
Author(s):  
Samantha Gross Toews ◽  
Russell Johnston ◽  
Jennifer A. Kurth ◽  
Andrea L. Ruppar ◽  
Jessica A. McQueston ◽  
...  
Keyword(s):  
Social Communication ◽  
Low Frequency ◽  
Future Research ◽  
Behavior Support ◽  
Significant Disabilities ◽  
Policy Practice ◽  
Placement Decisions ◽  
Communication Needs ◽  
Educational Placements ◽  
And Behavior

Abstract Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided.

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

2020 ◽  
pp. 088840642092158
Author(s):  
Jennifer A. Kurth ◽  
Heather Allcock ◽  
Virginia Walker ◽  
Amy Olson ◽  
Deborah Taub
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Inclusive Education ◽  
Delphi Study ◽  
Faculty Perceptions ◽  
Significant Disabilities ◽  
Preparation Period ◽  
Essential Skills ◽  
Education Of Students ◽  
Students With Significant Disabilities

Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

Demand-side Workforce Needs and the Potential for Job Customization

2006 ◽  
Vol 37 (4) ◽  
pp. 5-13 ◽  
Author(s):  
Richard G. Luecking ◽  
Lisa Cuozzo ◽  
La Verne Buchanan
Keyword(s):  
Preliminary Evaluation ◽  
Demand Side ◽  
Significant Disabilities ◽  
Direct Benefit ◽  
Significant Disability ◽  
Development Approach ◽  
Workforce Needs ◽  
Job Development

This article discusses the utility of a demand-side approach in rehabilitation practice and how this approach is illustrated by customized employment. Customized employment refers to the identification and negotiation of carved, re-structured or created tasks in a workplace that can be performed by an individual with a significant disability, and that simultaneously meet a specific operational need of the employer. This article presents an operational framework for a demand-side job development approach and relates it to strategies that result in customized job placements. A preliminary evaluation of one local project's implementation of this approach, as applied to employers hiring people considered to have significant disabilities, shows that employers are willing and able to customize their work assignments, especially if direct benefit to their operation can be demonstrated. The implications for rehabilitation practice and job development are discussed.

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