Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2001"
TL;DR: In this article, the authors use the term research synthesis to describe the textual weaving of two sources of understanding: (a) qualitative stories garnered from six students who were research participants and (b) published autobiographical and biographical stories by people with disabilities or their parents.
Abstract: Developmental and connectionist research describing a student's development of competent reading and writing skills commonly evokes the image of a normative ladder to literacy. Each rung of the ladder is believed to constitute certain sets of increasingly complex subskills. It is believed that cognitive mastery is required prior to the next step up the ladder. For people labeled with severe mental retardation, subskill mastery is often considered an intellectual impossibility. Hence, literacy is denied. In this research synthesis, however, we suggest that people with severe intellectual limitations can be understood as symbolic, and specific literacy skills can be supported. We use the term research synthesis to describe the textual weaving of two sources of understanding: (a) qualitative stories garnered from six students who were research participants and (b) published autobiographical and biographical stories by people with disabilities or their parents. These two sources of understanding underscore th...
132 citations
TL;DR: In this article, the authors discuss the role of families in supporting the self-determination of individuals with significant cognitive disabilities, including those with significant mental and emotional impairments, in their own lives.
Abstract: We write this article as parents of our 33 year old son, JT, who has significant mental and emotional disabilities, and as professionals in the field of developmental and mental health disabilities. We write about self-determination, a value that we practice in our own lives and a value that we want JT (and our two daughters) to practice in theirs. In short, we want to take control of our lives in an independent fashion. We want JT to do likewise and we applaud the way our daughters have done so. But with JT, unlike ourselves and our daughters, taking control, being self-determined, is a curiously lived value. To continue to honor his obvious choice to live "in my own home," we have just purchased a different house for JT (he had been living in another home of his own for 11 years) that would enable him to live with "primary" and "weekend" housemates who would provide support 24 hours a day, 7 days a week. The house has two separate living areas and is over 3,000 square feet. When we asked JT how much the house cost, he said, "$1.00." When we asked him what he thinks about it , he answered, "Nice." When we asked him whether he wanted to move back to our family home, he said, "No." When we asked him what is necessary to maintain his house in good order, he said, "Work." Our probes of his meanings were no more revealing than his original answers. Because they reveal so dramatically aspects of his cognitive disability and the functional limitations that attend it, JT's responses provide a context for discussing the role of families in supporting the self-determination of individuals with significant cognitive disabilities. The issues are manifold: What does self-determination mean for people whose limitations are like JT's? When, how, and how much can and should families recede in quality of life decision making from their children or other members with such disabilities? These and related issues challenge us as parents and as professionals. We write
109 citations
TL;DR: This paper investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabilitative disorders.
Abstract: This study investigated the effects of self-monitoring instruction delivered by peer tutors on the occurrence of academic survival skills displayed by five middle school students with severe disabi...
98 citations
TL;DR: In this paper, the authors describe differences in teacher engagement identified within two approaches to providing paraprofessional supports in general education classrooms; program-based and one-on-one.
Abstract: The level of engagement that general education teachers have with students with disabilities in their classrooms has been identified in the literature as a key factor effecting the success of inclusive educational experiences. This study describes differences in teacher engagement identified within two approaches to providing paraprofessional supports in general education classrooms; program-based and one-on-one. Findings were based on the observed and reported experiences of 103 school personnel (e.g., teachers, special educators, paraprofessionals, administrators) from four schools (Grades K-12). The study describes characteristics of teacher engagement and disengagement, the involvement of special educators, and phenomena associated with teacher disengagement when one-on-one paraprofessional service delivery was used. The discussion presents implications of these data for school improvement.
94 citations
TL;DR: Kim et al. as mentioned in this paper investigated the perspectives of 10 Korean American parents of children with disabilities about their partnerships with professionals with whom they work, and found that they were concerned about their relationships with the professionals they worked with.
Abstract: The purpose of this exploratory study was to investigate the perspectives of 10 Korean American parents of children with disabilities about their partnerships with professionals with whom they work...
66 citations
TL;DR: This paper examined the differences between two groups of general education high school students: those who volunteered to participate in a peer buddy program designed to increase their social interactions, and those who did not volunteer to participate.
Abstract: We examined the differences between two groups of general education high school students: Those who volunteered to participate in a peer buddy program designed to increase their social interactions...
60 citations
TL;DR: In this paper, a self-report survey was conducted by a sample of general education teachers, special education teachers and TAs employed in urban and rural inclusive programs. And a factor analysis of all ratings suggested five major role components: (a) instructional; (b) school support; (c) liaison; (d) personal support; and (e) one-to-one in-class support.
Abstract: This study describes a social validation of appropriate roles and responsibilities for teaching assistants (TAs) in inclusive classrooms. A self-report survey was rated by a sample of general education teachers, special education teachers, and TAs employed in urban and rural inclusive programs. Test-retest reliability of the survey was established for the TA sample. A factor analysis of all ratings suggested five major role components: (a) instructional; (b) school support; (c) liaison; (d) personal support; and (e) one-to-one in-class support. Statistically significant differences between mean group ratings indicate a lack of clarity regarding the appropriateness of these role components for TAs. We discuss how school districts might utilize our list to clarify TA job descriptions and shared understandings regarding roles and responsibilities among educational team members.
60 citations
TL;DR: The authors presented a qualitative, interpretivist research study that documents the emergence, in the context of typed expression, of increasingly useful and reliable speech for a young person using a typed expression.
Abstract: This article presents a qualitative, interpretivist research study that documents the emergence, in the context of typed expression, of increasingly useful and reliable speech for a young person la...
51 citations
TL;DR: The authors utilized a bilingual questionnaire to investigate perceptions relating to cultural and linguistic issues and advocacy among 100 Latino parents whose children participated in school prograding programs with their own children in Spanish and English.
Abstract: This study utilized a bilingual questionnaire to investigate perceptions relating to cultural and linguistic issues and advocacy among 100 Latino parents whose children participated in school progr...
50 citations
TL;DR: The authors conducted a program evaluation of a multi-component intervention using general education/special education collaborative teaming to increase the academic achievement and social participation of students in a special education program.
Abstract: We conducted a program evaluation of a multi-component intervention using general education/special education collaborative teaming to increase the academic achievement and social participation of ...
34 citations
TL;DR: In this paper, a review examines research studies that utilize the behavior chain interruption strategy (BCIS) to teach communication skills to individuals with severe disabilities, which is a naturalistic naturalistic strategy.
Abstract: This review examines research studies that utilize the behavior chain interruption strategy (BCIS) to teach communication skills to individuals with severe disabilities. The BCIS is a naturalistic ...
TL;DR: In this paper, how teams implement and understand the process of positive behavior support provides an important source of information for improving supports for adults with developmental disabilities who engage in positive behavior activities.
Abstract: How teams implement and understand the process of positive behavior support provides an important source of information for improving supports for adults with developmental disabilities who engage ...
TL;DR: In this article, a lack of empirical information exists regarding the skills and experiences necessary for teachers with specialized expertise in severe disabilities, and the purpose of this study was to provide inform...
Abstract: A lack of empirical information exists regarding the skills and experiences necessary for teachers with specialized expertise in severe disabilities. The purpose of this study was to provide inform...
TL;DR: In this article, the authors discuss the deceptively simple requirements for evaluating special education services for indigenous Maori children in New Zealand and discuss strategies to avoid cross-cultural misunderstanding and miscommunication.
Abstract: One of the greatest challenges in evaluating special education services for ethnically diverse groups is obtaining accurate, valid, reliable, and relevant information. This can be achieved by the right person asking the right questions of the right people in the right way at the right place and time. These deceptively simple requirements are discussed in the context of research studies evaluating special education services for indigenous Maori children in New Zealand. Examples of cross-cultural misunderstanding and miscommunication are described and strategies to avoid them are discussed.
TL;DR: In this article, the authors evaluated the effects of manual signing by a classroom teacher on verbalizations of toddlers in an inclusive classroom and found that teacher signing was accompanied by increases in communicative interactions involving signing with the teacher by each group of toddlers.
Abstract: Inclusive programs involving toddlers with and without disabilities are becoming increasingly common. However, little research has evaluated the effects of specific aspects of inclusive services on participating children without disabilities. Due in part to parental concerns over a potentially reductive impact of manual signing on the communicative verbalizations of children without disabilities, we evaluated effects of manual signing by a classroom teacher on verbalizations of toddlers in an inclusive classroom. Manual signing was introduced sequentially by the teacher within ongoing verbal interactions with the toddlers in three play activities. Results indicated that teacher signing was accompanied by increases in communicative interactions involving signing with the teacher by each group of toddlers with and without disabilities. No reductive effects on communicative verbalizations were observed for any toddler group. These results offer support for using signing in an inclusive classroom without detr...
TL;DR: The community group exceeded or matched institution groups with respect to service hours, community integration, and adaptive behavior, and the two institution settings had slightly greater difficulty in obtaining medical services.
Abstract: Outcome indices were compared across groups of individuals who either remained in institutional settings or transferred from an institutional setting to various community living arrangements. All individuals included in the analysis had been labeled as having profound mental retardation. The community group exceeded or matched institution groups with respect to service hours, community integration, and adaptive behavior. Greater productivity, in terms of vocational activity, was noted in the two institution settings. Persons in the community had slightly greater difficulty in obtaining medical services. Nonmedical unmet needs were greater in the community programs.
TL;DR: The effectiveness of job modification, natural supports, instruction on the use of a communication device, job coach social facilitation training, and co-worker support for social integration in a....
Abstract: The effectiveness of job modification, natural supports, instruction on the use of a communication device, job coach social facilitation training, and co-worker support for social integration in a ...
TL;DR: The other can be based on skin color, language, culture, ethnicity, religious affiliation, class, sexual orientation, etc. as discussed by the authors The other is a way of distinguishing those who are different from us.
Abstract: The other is a way of distinguishing those who are different from us. Being the other can be based on skin color, language, culture, ethnicity, religious affiliation, class, sexual orientation, gen...
TL;DR: In this article, the authors evaluated the use of a situational assessment for identifying work task preferences among three individuals with multiple severe disabilities, two working on a yard maintenance crew and one assigned to cleaning offices.
Abstract: Identifying work related preferences is an important aspect of supporting people with disabilities in community based jobs. However, how to accurately determine preferences among supported workers who have multiple severe disabilities and highly significant communication challenges has received little research attention. We evaluated the use of a situational assessment for identifying work task preferences among three individuals with multiple severe disabilities. Two participants worked on a yard maintenance crew and one was assigned to cleaning offices. The assessment involved systematically observing indices of happiness and unhappiness while the participants worked on different tasks. The observations revealed distinct differences regarding the tasks that the workers liked and disliked. The validity of the identified preferences was supported through observations, which indicated that work engagement of the workers was most frequent when they worked on their most preferred task and least frequent when...
TL;DR: In this paper, the authors explore the practice of social inquiry in professional work that draws on social inquiry for special educators working in the area of severe disabilities, and provide an exploration of how special educators make decisions.
Abstract: On what basis do special educators working in the area of severe disabilities make decisions? This article provides an exploration of the practice of social inquiry in professional work that draws ...
TL;DR: The study revealed that the Mexican immigrant families had distinct caregiving beliefs for their infants, and certain hospital practices were different from their beliefs and customs.
Abstract: This article presents a study of Mexican immigrant families' beliefs and goals about caregiving and development for their infants with prematurity, low birth weight, and/or intensive health care needs, as well as their experiences with neonatal intensive care services. Interviews with six families were conducted primarily in Spanish, transcribed, and analyzed in a structured procedure following one major tradition of qualitative research. The study revealed that the Mexican immigrant families had distinct caregiving beliefs for their infants, and certain hospital practices were different from their beliefs and customs. Communication and cultural barriers were identified stressors for families in the neonatal intensive care unit. Extended family members were described as a valuable source of support and information about health and infant caregiving practices. Implications for neonatal intensive care service delivery and suggestions for further research are discussed.
TL;DR: In this paper, the roles that co-workers and job coaches assume in supporting a worker with a job interview task are discussed, and the natural support process is described in detail.
Abstract: This study extends previous research by continuing to describe the natural support process. Specifically, we focus on the roles that co-workers and job coaches assume in supporting a worker with a ...
TL;DR: In this paper, a perspective on preparing professional personnel, namely, educators, practitioners, teachers, student teachers, and researchers, for cultural inclusion is presented, drawn from my experiences as a former postgraduate student from a culturally diverse background preparing for a career in severe disabilities.
Abstract: It can be said that some of the topics and ideas that command our interest or attention are autobiographical in origin. This paper subscribes to this category. In this paper, I present a perspective on preparing professional personnel, namely, educators, practitioners, teachers, student teachers, and researchers, for cultural inclusion. This perspective is drawn from my experiences as a former postgraduate student from a culturally diverse background preparing for a career in severe disabilities and as a university educator who is interested in ways to encourage professionals in the field to be more cognizant of the influence of their cultural backgrounds and the value of becoming culturally inclusive.
TL;DR: The Post Baccalaureate Program in Special Education (PBSE) as discussed by the authors is based at the University of Hawaii at Manoa and is designed for minority students with diverse cultural and ethnic backgrounds.
Abstract: The need for qualified special educators with diverse cultural and ethnic backgrounds is being experienced nationwide. Minority institutions of higher education are defined by the U.S. Department of Education's Office of Special Education (OSEP) as having 25% or more racially/ethnically diverse students in its enrollment. These institutions can serve as an important source for recruiting and training teachers to meet the increasing demand for professionals in the field of special education. This article provides a specific example of one program, the Post Baccalaureate Program in Special Education (PBSE), which is based at the University of Hawaii at Manoa. Individuals recruited for this program represent an important segment of the potential pool of special education teacher candidates because they had relevant prior field experiences. Details are provided regarding the inception and implementation of this pilot program. Program features including strategies for aligning course and field requirements and...