Collaborative Teaming for Effective Inclusive Education for Students with Severe Disabilities

2021 ◽  
pp. 348-374
Author(s):  
Diane Lea Ryndak ◽  
Donna Lehr ◽  
Nancy Harayama ◽  
Megan H. Foster
Keyword(s):  
Inclusive Education ◽  
Severe Disabilities ◽  
Students With Severe Disabilities

Inclusive Education for Students with Severe Disabilities

1997 ◽  
Vol 18 (3) ◽  
pp. 133-142 ◽  
Author(s):  
June E Downing ◽  
Joanne Eichinger ◽  
Lllly J Williams
Keyword(s):  
Inclusive Education ◽  
Elementary School Principals ◽  
Severe Disabilities ◽  
Professional Role ◽  
General Educators ◽  
Future Research ◽  
Educational Programming ◽  
Structured Interviews ◽  
Students With Severe Disabilities ◽  
Different Levels

Structured interviews were conducted with elementary school principals, general educators (k-6), and special educators at different levels of inclusive educational programming to determine perceptions toward inclusive education for learners with severe disabilities. Comments from the 27 participants were categorized according to the main questions asked during the interviews, with similar comments aggregated per category. Comparisons made by professional role and level of implementation regarding inclusive education revealed several concurring statements as well as some discrepancies. Differences in perception of inclusive education for students with severe disabilities across professional role and level of implementation of respondents are described. Implications for future research and inclusive educational practices are discussed.

Fissuring Barriers to Inclusive Education for Students with Severe Disabilities

2020 ◽  
Vol 45 (1) ◽  
pp. 14-17
Author(s):  
Charles Dukes ◽  
Lauren Berlingo
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Severe Disabilities ◽  
Education Environment ◽  
Students With Severe Disabilities ◽  
Intense Debate

Inclusive education for students with severe disabilities has and continues to spark intense debate. To what extent should students with severe disabilities be educated in nonsegregated environments, particularly the general education environment? For some, there is no question, but history indicates many do not agree. Agran and colleagues provide a clear, concise summation of the rationale for continued segregation of students with severe disabilities. This commentary extends those arguments, speculating on how perceptions about people with disabilities manifest in society and in schools in particular, often resulting in continued segregation and far less inclusion than might be expected or warranted.

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.

Supporting Inclusive Education for Students with Severe Disabilities in Rural Areas

2007 ◽  
Vol 26 (2) ◽  
pp. 10-15 ◽  
Author(s):  
June E. Downing ◽  
Kathy Peckham-Hardin
Keyword(s):  
Rural Communities ◽  
General Education ◽  
Inclusive Education ◽  
Rural Areas ◽  
Severe Disabilities ◽  
Inclusive Practices ◽  
Natural Supports ◽  
Individualized Approach ◽  
The Rich ◽  
Students With Severe Disabilities

Inclusive education is considered a recommended practice for students with severe disabilities. These students benefit from the rich learning environments and natural supports found in general education classrooms. Furthermore, the highly individualized approach to inclusive education requires teams (regardless of location) to work closely with family members and peers and take advantage of natural resources that exist. Therefore, despite limited resources in rural areas, characteristics of these communities can be quite supportive of inclusive practices. Challenges to inclusive practices in rural schools will be presented as well as suggestions designed to address these challenges. The strengths of rural communities with regard to inclusive practices will be highlighted.

Taking Sides: Parent Views on Inclusion for Their Children with Severe Disabilities

2001 ◽  
Vol 67 (4) ◽  
pp. 467-484 ◽  
Author(s):  
David S. Palmer ◽  
Kathy Fuller ◽  
Tina Arora ◽  
Marianna Nelson
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Relationships ◽  
Education System ◽  
Severe Disabilities ◽  
Parental Perceptions ◽  
Written Comments ◽  
General Education Classroom ◽  
Students With Severe Disabilities

Written comments by 140 parents of students with severe disabilities are analyzed to identify reasons why they are supportive of, or resistive to, inclusive education programming. Reasons parents were supportive of inclusion included beliefs that the child would learn more in a general education classroom. Parents who opposed inclusion largely indicated that the severity of their children's disabilities precluded any benefit from such programs or that the general education classroom program would not be educationally appropriate or welcoming to their children. Discussion includes speculation that views regarding inclusion may often be related to perceptions of the general education system itself. Ideas regarding parental perceptions of the importance of social relationships between students with and without disabilities are also considered.

Preparing Teachers to Educate Students with Severe Disabilities in Inclusive Settings despite Contextual Constraints

2000 ◽  
Vol 25 (2) ◽  
pp. 83-91 ◽  
Author(s):  
Beverly Rainforth
Keyword(s):  
Inclusive Education ◽  
Teacher Educators ◽  
Severe Disabilities ◽  
Stages Of Concern Questionnaire ◽  
Course Content ◽  
Professional Groups ◽  
Inclusive Settings ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Restrictive Environment

Inclusive education has been advocated for students with severe disabilities based on the least restrictive environment mandate of the Individuals with Disabilities Education Act Amendments of 1997, but remains an obscure practice. Some professional groups assert that preparing teachers to provide inclusive education is the sole responsibility of school districts. Teacher educators in colleges and universities must also assume this responsibility, even when the surrounding communities do not provide exemplars or even support this innovation. This article describes a course intended to prepare special education graduate students to educate students with severe disabilities in inclusive settings. Course methods are guided by the Concerns Based Adoption Model (Hord, Rutherford, Huling-Austin, & Hall, 1987) with emphasis on course participants applying course content in public school settings. Anecdotal data and a pre-/postcourse evaluation using the Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986) suggest that the course effectively contributes to preparing teachers for inclusive education for students with severe disabilities and reduces teacher concerns related to managing this innovation.

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.

Sign in / Sign up

Export Citation Format

Share Document