scholarly journals Teachers' Perceptions Of Addressing Leisure In Curriculum For Students With Severe Disabilities

2017 ◽  
Author(s):  
Kara Klepp
Keyword(s):  
Severe Disabilities ◽  
Teachers Perceptions ◽  
Students With Severe Disabilities

Special Education Teachers’ Perceptions of Preparedness to Teach Students With Severe Disabilities

2016 ◽  
Vol 41 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Andrea L. Ruppar ◽  
Lance S. Neeper ◽  
Jennifer Dalsen
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Master's Degrees ◽  
Teachers Perceptions ◽  
Experience Levels ◽  
Instructional Needs ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach

In the current study, special education teachers’ perceptions of preparedness to implement recommended practices for students with severe disabilities were examined. A vignette-style survey was sent to special education teachers assigned to teach students with severe disabilities. Overall, respondents reported higher perceptions of preparedness to manage educational programs than to provide direct services to students with severe disabilities. Teachers with a generalist (i.e., cross-categorical) licensure were significantly less prepared to meet intensive medical, communication, and instructional needs of students with severe disabilities. Teachers with master’s degrees felt more prepared to work with students with severe disabilities in several key areas, although they felt less prepared to address long-term curriculum development. Perceptions of preparedness to teach students with severe disabilities varied among teachers with different types of teaching licenses, different levels of education, and different experience levels.

Education of Students With High Support Needs: Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs

1998 ◽  
Vol 22 (2) ◽  
pp. 76-94
Author(s):  
Susanne E. Chalmers ◽  
Mark Carter ◽  
Mark Clayton ◽  
Julie Hook
Keyword(s):  
Best Practices ◽  
Severe Disabilities ◽  
Training Needs ◽  
Teachers Perceptions ◽  
Therapy Services ◽  
Barriers To Implementation ◽  
Students With Severe Disabilities ◽  
Education Of Students ◽  
And Training ◽  
High Support

Teachers of students with severe disabilities in three NSW Department of School Education regions were surveyed to obtain their views on a set of 42 statements reflecting possible “best practices” in the education of students with severe disabilities. Teachers were also surveyed regarding their reported extent of implementation of each practice, their training needs and the perceived barriers to implementation. A total of 99 responses were received, 83 of which were appropriately targeted. Results indicated that teachers agreed for the most part with the statements but reported they were not always able to implement fully every practice for reasons such as inadequate staffing, lack of time, insufficient funds and inadequate access to therapy services. Teachers indicated that their greatest needs for inservicing were in the areas of managing challenging behaviour and teaching communication and social skills.

scholarly journals Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402095065
Author(s):  
Rashed Aldabas
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Descriptive Study ◽  
Severe Disabilities ◽  
Successful Implementation ◽  
Teachers Perceptions ◽  
Students With Severe Disabilities ◽  
Preparedness To Teach ◽  
Practical Implications

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Teachers’ Perceptions of Possible Best Practices, Reported Implementation and Training Needs for Students with High Support Needs: Comparisons Across Qualification Status and Teacher Location

1998 ◽  
Vol 22 (1) ◽  
pp. 50-70
Author(s):  
Mark Carter ◽  
Susanne E. Chalmers ◽  
Mark Clayton ◽  
Julie Hook
Keyword(s):  
Special Education ◽  
Best Practice ◽  
Severe Disabilities ◽  
Training Needs ◽  
Teachers Perceptions ◽  
Therapy Services ◽  
Students With Severe Disabilities ◽  
And Training ◽  
High Support ◽  
Level Of Agreement

This study reports a further analysis of data presented by Chalmers, Carter, Clayton and Hook (in press) that examined teachers’ perceptions of possible best practice, reported implementation and training needs. Teachers of students with severe disabilities in 3 NSW Department of School Education regions were surveyed with 83 useable surveys being returned. Comparisons were made between teachers who worked in Schools for Specific Purposes (SSP) and those who working in support classes in regular schools as well as teachers with formal special education qualifications and those without such qualifications. Teachers in support classes reported a higher level of agreement with a majority of practices and disproportionately high levels of implementation when compared with teachers in SSPs. Teachers with formal special education qualifications reported higher levels of agreement than teachers without formal qualifications on the majority of items, but implementation levels were similar. There also appeared to be systematic differences in reported inservice training needs. Inadequacies in therapy services were reported as a barrier to best practice by over 50% of support class teachers.

Efficacy of Peer-Network Interventions for High School Students with Severe Disabilities and Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 98-114
Author(s):  
Morgan E. Herbert ◽  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson
Keyword(s):  
High School ◽  
High School Students ◽  
Social Interactions ◽  
Severe Disabilities ◽  
School Students ◽  
Complex Communication Needs ◽  
Peer Network ◽  
Network Intervention ◽  
Communication Needs ◽  
Students With Severe Disabilities

Peer networks are a promising intervention for increasing social interactions between students with severe disabilities and their peers. However, this approach has not been well studied with high school students who have complex communication needs and use augmentative and alternative communication (AAC). In this study, we used a multiple probe across participants design to evaluate the effectiveness of a lunchtime peer-network intervention for three high school students with autism and/or multiple disabilities who had complex communication needs. The intervention involved recruiting peers, sharing practical background information and modeling how to communicate with the student, and then providing support as needed. A functional relation was established between the introduction of the peer-network intervention and both social interactions and social engagement. Interactions increased substantially across communication modalities. This study builds on the peer-network literature by demonstrating how this approach can be tailored for high school students with complex communication needs.

scholarly journals An Assessment of the Feasibility and Effectiveness of Distance Learning for Students With Severe Developmental Disabilities and High Behavioral Needs

2021 ◽  
Author(s):  
Melaura Andree Erickson Tomaino ◽  
Alissa L. Greenberg ◽  
Sarah Ann Kagawa-Purohit ◽  
Sagui A. Doering ◽  
Edward Steven Miguel
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Severe Disabilities ◽  
Technology Study ◽  
Educational Benefits ◽  
Additional Information ◽  
Behavioral Needs ◽  
Severe Developmental Disabilities ◽  
Learning Programs ◽  
Students With Severe Disabilities

AbstractSchools across the country closed their doors during the COVID-19 pandemic. These measures impacted all students, as schools, educators, and families grappled with the realities of transitioning to distance-learning platforms. The research on distance learning is still in its early phases. However, almost no research exists on educating students with severe disabilities and high behavioral needs using this technology. Study 1 collected survey data from students’ families and their educators on the feasibility and effectiveness of distance-learning programs when working with students with severe developmental disabilities and high behavioral needs. Results indicated that parents and educators had generally neutral attitudes toward distance learning, although educators agreed that their students were obtaining educational benefits during distance learning. Study 2 further examined the effects of a transition to distance learning on students’ Individualized Education Plan (IEP) goal progress. Analyses revealed that students maintained about half of the skills addressed in their IEPs and made progress on an additional quarter of their IEP goals. Findings contribute to a much-needed literature base on distance learning and provide additional information as to the feasibility and effectiveness of distance learning with students with severe developmental disabilities and high behavioral needs. Future work is needed to determine best practices for distance learning with this population.

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