Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs

2002 ◽  
Vol 27 (3) ◽  
pp. 165-174 ◽  
Author(s):  
Mary Fisher ◽  
Luanna H. Meyer
Keyword(s):  
Social Competence ◽  
General Education ◽  
Severe Disabilities ◽  
Future Research ◽  
Group Affiliation ◽  
Inclusive Settings ◽  
Services And Supports ◽  
Students With Severe Disabilities ◽  
Independent Behavior ◽  
Inclusive Schooling

Inclusive programs increasingly have become available for students with severe disabilities, enabling them to receive special education services and supports in general education classes alongside their non-disabled peers. Forty students in two groups were assessed across two years of inclusive versus self-contained educational programming, comparing outcomes on measures of child development and social competence with the Scales of Independent Behavior (SIB) and the Assessment of Social Competence (ASC). Participants were assessed on the SIB and ASC, matched into pairs on chronological age and SIB total scores at first testing, and reassessed after two additional years of either inclusive or self-contained schooling. The inclusive student group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the self-contained group at follow-up. Examination of gains on these measures irrespective of group affiliation indicated that participants made small, but significant, gains in two of four skill clusters assessed by the SIB and three of eleven dimensions of the ASC. These results challenge a common assumption that selfcontained settings in comparison to inclusive settings will result in superior gains on students' IEP-related skill domains. They also support previous research showing social competence gains as a function of inclusion. Results are discussed in terms of expected change over time for students with severe disabilities, the implications of variations from the group results that occurred for individual students, and future research needed on the outcomes of quality inclusive schooling for students with severe disabilities.

The Nature of Interactions between Students with Severe Disabilities and Their Friends and Acquaintances without Disabilities

1994 ◽  
Vol 19 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Marquita Grenot-Scheyer
Keyword(s):  
Social Competence ◽  
Severe Disabilities ◽  
Educational Programs ◽  
Future Research ◽  
Developmental Level ◽  
Child Characteristics ◽  
Functional Movement ◽  
Students With Severe Disabilities

Children with severe disabilities and their friends without disabilities were compared with children with severe disabilities and their acquaintances without disabilities on a range of characteristics and their interactions were examined. The sample included 20 children with severe disabilities and 11 children without disabilities. Dyads (child with severe disabilities and his/her friend without disabilities, child with severe disabilities and his/her acquaintance without disabilities) were videotaped while playing with a variety of games during two periods of 15 min each. Considering child characteristics first, the friends and acquaintances did not differ in developmental level, language age, or functional movement. There also were no significant differences between the groups on social competence. In regards to interactions, there were several differences between the friend and acquaintance groups, but the majority of these differences were not statistically significant. The results are interpreted and implications for future research and educational programs are suggested.

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.

Comparison of the Instructional Contexts of Students with Severe Disabilities and Their Peers in General Education Classes

2000 ◽  
Vol 25 (1) ◽  
pp. 54-58 ◽  
Author(s):  
John McDonnell ◽  
Nadine Thorson ◽  
Camille McQuivey
Keyword(s):  
General Education ◽  
Severe Disabilities ◽  
Future Research ◽  
Typically Developing ◽  
Group Instruction ◽  
Instructional Interactions ◽  
One To One ◽  
Instructional Contexts ◽  
Students With Severe Disabilities ◽  
Independent Work

This study examined the instructional contexts of six students with severe disabilities and six peers without disabilities enrolled in the same general education classes. The two groups of students were compared on (a) the extent to which they were the exclusive focus of instruction; (b) the amount of one-to-one, small group, and whole group instruction that they received and the amount of independent work they were asked to complete; (c) who delivered instruction; and (d) the types of instructional interactions that were directed toward them. Data were collected using The Code for Instructional Structure and Academic Response — Mainstream Version (MS-CISSAR; Carta, Greenwood, Schwartz & Miller, 1990). The results indicate that students with severe disabilities were much more likely than their typically developing peers to have instruction focused exclusively on them and to receive one-to-one instruction. The results are discussed in terms of the implications for educational programs for this group of students and future research.

Assessing the Social Skills and Problem Behaviors of Adolescents With Severe Disabilities Enrolled in General Education Classes

2016 ◽  
Vol 121 (4) ◽  
pp. 327-345 ◽  
Author(s):  
Gregory L. Lyons ◽  
Heartley B. Huber ◽  
Erik W. Carter ◽  
Rui Chen ◽  
Jennifer M. Asmus
Keyword(s):  
High School ◽  
Social Skills ◽  
Social Competence ◽  
General Education ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Severe Disabilities ◽  
The Social ◽  
Teachers And Parents ◽  
Students With Severe Disabilities

Abstract Although enhancing the social competence of students with severe disabilities has long remained a prominent focus of school-based intervention efforts, relatively little attention has focused on identifying the most critical social and behavioral needs of students during high school. We examined the social skills and problem behaviors of 137 adolescents with severe disabilities from the vantage point of both special educators and parents. We sought to identify areas of potential intervention need, explore factors associated with social skill and problem behavior ratings, and examine the extent to which teachers and parents converged in their assessments of these needs. Our findings indicate teachers and parents of high school students with severe disabilities rated social skills as considerably below average and problem behaviors as above average. In addition, lower social skills ratings were evident for students with greater support needs, lower levels of overall adaptive behavior, and a special education label of autism. We found moderate consistency in the degree to which teachers and parents aligned in their assessments of both social skills and problem behavior. We offer recommendations for assessment and intervention focused on strengthening the social competence of adolescents with severe disabilities within secondary school classrooms, as well as promising avenues for future research.

Inclusion and the Challenge of Assimilation for Teachers of Students with Severe Disabilities

1998 ◽  
Vol 23 (3) ◽  
pp. 238-251 ◽  
Author(s):  
Deborah Peters Goessling
Keyword(s):  
Public Schools ◽  
General Education ◽  
Special Educators ◽  
Severe Disabilities ◽  
Cultural Dissonance ◽  
Roles And Responsibilities ◽  
Inclusive Settings ◽  
Changing Roles ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

The perceptions of fourteen teachers from fourteen different public schools about their changing roles and responsibilities as they moved into inclusive settings with students with severe disabilities were explored in this qualitative study. It discusses their experiences of cultural dissonance as they left the segregated culture of special education and attempted to assimilate themselves into general education classrooms, grades K-8. Their dilemmas, doubts, and hopes for the future are discussed as well as the challenges that attempted cultural assimilation presents for special educators.

The Nature of Friendship Between Students With and Without Severe Disabilities

2017 ◽  
Vol 39 (4) ◽  
pp. 195-210 ◽  
Author(s):  
Zachary Rossetti ◽  
Jennifer Keenan
Keyword(s):  
Literature Review ◽  
Severe Disabilities ◽  
Children And Youth ◽  
Future Research ◽  
Typically Developing ◽  
Inclusive Settings ◽  
Direct Support ◽  
Students With Severe Disabilities

Friendships are developmentally important and personally beneficial relationships for all children and youth. Despite emphasis from families and educators of students with severe disabilities on the importance of promoting and supporting friendships with their typically developing (TD) peers in inclusive settings, such relationships remain infrequent. We conducted an integrative thematic literature review of research that directly examined the nature of friendship between students with and without severe disabilities to better understand how researchers define friendship, identify participants, and confirm participants’ friendships. Implications for future research are discussed. We also sought to identify themes in extant research to guide future intervention. The thematic findings point to the importance of adults providing direct support while fading their proximity to students, and of TD peers negotiating the ongoing tension between the roles of helper and friend.

Adaptations in General Education Classrooms for Students With Severe Disabilities: Access, Progress Assessment, and Sustained Use

2019 ◽  
Vol 44 (2) ◽  
pp. 87-102 ◽  
Author(s):  
Megan S. Finnerty ◽  
Lewis B. Jackson ◽  
Renee Ostergren
Keyword(s):  
General Education ◽  
Language Arts ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Future Research ◽  
Student Centered ◽  
Team Collaboration ◽  
Sustained Use ◽  
Students With Severe Disabilities ◽  
General Education Classrooms

This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed.

“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.

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

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