Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2015"
TL;DR: This paper examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices and found evidence of class-wide class-inclusive practices in six schools.
Abstract: This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of class...
85 citations
TL;DR: In this article, the authors investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to support their social and academic development.
Abstract: The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to infor...
78 citations
TL;DR: In this article, the authors examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school, and examine their experiences of the curriculum.
Abstract: The purpose of this study was to examine the experiences of students with and without disabilities being educated in inclusive schools, documenting their perceptions of the culture of their school,...
72 citations
TL;DR: The Schoolwide Integrated Framework for Transformation (SWIFT) Center identified six schools, nominated and screened by leaders in the field of inclusive education and school reform using a systema... as discussed by the authors.
Abstract: The Schoolwide Integrated Framework for Transformation (SWIFT) Center identified six schools, nominated and screened by leaders in the field of inclusive education and school reform using a systema...
66 citations
TL;DR: In this paper, the authors report the results of a synthesis of two original studies: one study examined the perspectives of family members and another study that examined the perspective of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States.
Abstract: Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States. The current synthesis study analyzes the original studies’ overlapping themes to inform concentrated efforts aimed at strengthening family and community partnerships in inclusive schools. Themes of this synthesis study include positive, inviting, and inclusive school culture; strong administrative leadership driven by a clear vision of inclusion; attributes of trusting partnerships; and opportunities for reciprocal partnerships and involvement. Implications for practice and research are discussed.
65 citations
TL;DR: The authors report descriptive data from a national survey on guardianship and people with disabilities and find that regardless of who provides information about guardianship, and regardless of disability classification, full guardianship is consistently discussed most frequently while other options are rarely discussed.
Abstract: Guardianship is a complicated legal concept, which is further complicated by differences from state to state in the framing and implementation of distinctly different forms. Few professionals explain the long-term consequences of obtaining guardianship or provide the range of alternatives available to support an adult with disabilities. This study reports descriptive data from a national survey on guardianship and people with disabilities. The results indicate that regardless of who provides information about guardianship, and regardless of disability classification, full guardianship is consistently discussed most frequently while other options are rarely discussed. We describe implications for practice and provide recommendations. Specifically, supported decision making is described as one potential alternative to legal guardianship that, according to these data, is the least frequently discussed with parents, but which has the potential to avoid many of the legal and social pitfalls that guardianship presents. Limitations and current research needs are described.
64 citations
TL;DR: The authors explored the strengths of 427 youth and young adults with intellectual disability and/or autism (ages 13-21) from the vantage point of their parents using the Assessment Scale for Positive Character Traits-Developmental Disabilities (ASPeCT-DD).
Abstract: Can young people with intellectual and developmental disabilities be known for their strengths? This mixed-method study explored the strengths of 427 youth and young adults with intellectual disability and/or autism (ages 13-21) from the vantage point of their parents. Using the Assessment Scale for Positive Character Traits–Developmental Disabilities (ASPeCT-DD), parents identified numerous strengths across multiple domains and factors. Every young person in the sample was described as having at least one strength (Mdn = 20, range 1-26), and their strength-related profiles varied widely. Higher ratings of strengths were predicted by greater involvement in community activities and use of speech as the primary mode of communication. Challenging behaviors predicted lower ratings of strengths. These findings challenge prevailing deficit-based views of young people with intellectual and developmental disabilities and offer a promising alternative for describing transition-age youth in terms of the strengths t...
61 citations
TL;DR: In this paper, a qualitative study was conducted to examine perceptions of adult sibling relationships with a brother or sister with severe disabilities and the contexts affecting the relationships, and the purpose of this qualitative study is to examine the relationship between siblings and their families.
Abstract: The purpose of this qualitative study was to examine perceptions of adult sibling relationships with a brother or sister with severe disabilities and the contexts affecting the relationships. Adult...
42 citations
TL;DR: In this paper, five students with severe disabilities (IQ below 55, range in age 7-11 years, grade range 2nd-6th grades) were taught to generalize literacy skills via multiple exemplar tra...
Abstract: Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence, with skills to make individual choices, and with opportunities for potential employment. Portable technology such as an iPad2® can be used to enhance literacy skills for students with severe disabilities in elementary school. A typical way to teach literacy to this population is through the use of a shared story. Although systematic instruction has proven to be an effective teaching strategy, the generality of the literacy skills usually has not been the focus of the training. In this study, five students with severe disabilities (IQ below 55, range in age 7-11 years, grade range 2nd-6th grades) were taught to generalize literacy skills via multiple exemplar tra...
40 citations
TL;DR: Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms as mentioned in this paper, and there is no sign of improvement.
Abstract: Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremend...
37 citations
TL;DR: Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history as discussed by the authors, after reading a book about the Civil War.
Abstract: Using a modified system of least prompts, two classroom teachers taught three participants with moderate intellectual disability to generate questions about United States history. After reading bri...
TL;DR: In this paper, the authors asked parents of individuals with intellectual and developmental disabilities (N = 49) to provide videotaped testimonies about their concerns regarding the Individuals with Disabilities Education Act (IDEA).
Abstract: Since its initial passage in 1975, parent involvement had been a cornerstone of the Individuals With Disabilities Education Act (IDEA). However, parents face many barriers in voicing their concerns to professionals. One way for parents to share their insights and create systemic change is during an IDEA reauthorization. Yet, although the public is afforded the opportunity to provide feedback during a reauthorization, individual parent input is frequently under-represented. In this study, across urban, suburban, and rural regions of a state, we asked parents of individuals with intellectual and developmental disabilities (N = 49) to provide videotaped testimonies about their concerns regarding IDEA. After qualitatively analyzing their testimonies, we found that parents wanted the next IDEA reauthorization to add supports (including applied behavior analysis services and teacher–student ratios), provide specificity regarding certain provisions (i.e., transition, least restrictive environment, and eligibilit...
TL;DR: Learning to read with comprehension requires that students acquire and integrate an increasingly complex set of skills as mentioned in this paper, and students with severe disabilities are often seen as being incapable of reading with comprehension.
Abstract: Learning to read with comprehension requires that students acquire and integrate an increasingly complex set of skills. Students with severe disabilities are often seen as incapable of mastering an...
TL;DR: A team from Schoolwide Integrated Framework for Transformation (SWIFT) conducted a series of focus groups and interviews with school administrators, general and special educators, and related service providers in six schools across the United States as discussed by the authors.
Abstract: A team from Schoolwide Integrated Framework for Transformation (SWIFT), a federally funded technical assistance project focused on creating cascading, aligned systems for inclusive education, conducted a series of focus groups and interviews with school administrators, general and special educators, and related service providers in six schools across the United States. Six themes merged from the study that highlighted the importance of defining inclusive education as well as building the capacity of people to understand and implement the components of a system of inclusive education. These themes suggest that leadership for inclusive education requires attention to the structures and processes used to signal that inclusive education is an undergirding principle of practice. Equally important is the development of relationships among students, teachers, and families that cement the structures. Networking, planning and organizing, using time and space strategically, and connecting schools with their communi...
TL;DR: In this paper, the authors describe a qualitative study that examined how 23 young adults with pervasive support needs and limited functional communication spent their time and how their parents (n = 23) and di...
Abstract: This article describes a qualitative study that examined how 23 young adults with pervasive support needs and limited functional communication spent their time and how their parents (n = 23) and di...
TL;DR: In this article, an important part of quality of life for people with moderate and severe disabilities (MSDs) is being involved in extracurricular and community activities, however, volunteers, who may not have exp...
Abstract: An important part of quality of life for people with moderate and severe disabilities (MSDs) is being involved in extracurricular and community activities. However, volunteers, who may not have exp...
TL;DR: In this article, the authors discuss the unique parameters faced by teachers serving students with significant cognitive disabilities that may warrant a multiple measures approach to evaluating teacher effectiveness, using one of the two national initiatives presently developing alternate assessments based on the Common Core State Standards as an example, describing how these new assessments might be applied in measuring teacher effectiveness.
Abstract: Elementary and Secondary Education Act (ESEA) flexibility requires states to develop and implement teacher effectiveness measures that consider student assessment results, including assessment results for students with disabilities participating in general and alternate assessments. We describe how alternate assessment results for students with significant cognitive disabilities could appropriately be used in teacher effectiveness measures. In addition, we discuss the unique parameters faced by teachers serving students with significant cognitive disabilities that may warrant a multiple measures approach to evaluating teacher effectiveness. Using one of the two national initiatives presently developing alternate assessments based on the Common Core State Standards as an example, we describe how these new assessments might be applied in measuring teacher effectiveness. Finally, we offer implications for both policy makers and practitioners in measuring teacher effectiveness for teachers serving students wi...
TL;DR: The Positive Behavior Support in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers provides a practical, teacher-friendly, and straightforward look at student behavior.
Abstract: goals are generated through the use of data analysis and staff collaboration. Schoolwide expectations are adopted, and common language is utilized among staff and student. For students with unique behavioral challenges, additional support and interventions may be necessary. Storey and Post explain that these students fall within Tier II of the SWPBS model. Specific interventions with more intensity and adult contact are thoroughly explored within this section of the text. Examples of data collection systems and models of program implementation are presented. Unfortunately, while Storey and Post recognize that a low percentage of the student population will need even further intervention and supports (Tier III intervention), little description or support is offered here. Readers would benefit from additional information or suggested resources specific to Tier III interventions. Finally, Chapter 12 addresses the need for schools, agencies, and families to work collaboratively to improve behavior and support children. Storey and Post emphasize the importance of parental involvement and suggest that strategies utilized at school should be reinforced at home. Wraparound services are presented as an exemplary way to bring multiple stakeholders together to assist students and families who need a variety of supports from a variety of entities. In addition, Storey and Post discuss the negative impacts of bullying and violent behavior. Limitations of the book include a failure to connect FBA to the development of positive behavior support plans or behavior intervention plans. Once again, this highlights the lack of information relative to Tier III intervention. The authors also miss an opportunity to contextualize positive behavior supports in differing settings. A brief comparison of implementation strategies between primary and secondary classrooms and schools would be beneficial. In addition, readers would appreciate specific information regarding the use of PBS in inclusive classrooms, in which the relationship between culture and disability is explored. Finally, although the text is research driven, in several places, out-of-date research is cited, and there is a lack of more recent statistics and findings that would appear to have more relevance in today’s classrooms. Despite the above limitations, Positive Behavior Supports in Classrooms and Schools: Effective and Practical Strategies for Teachers and Other Service Providers provides a practical, teacher-friendly, and straightforward look at student behavior. Specific strategies and guidelines shared may be easily implemented in the classroom or school. Storey and Post impressively take complex, intricate material and present it in a simple, uncomplicated manner. Essential elements of theories, methodologies, and research are woven into best practice procedures and effective techniques. This text is highly recommended for teachers, other service providers, and preservice educators looking to understand and improve student behavior.
TL;DR: Serving as an editor of RPSD has been one of the most enjoyable and satisfying professional experiences I have had, and I have many individuals to thank for their support and assistance.
Abstract: When I was a graduate student, my big dream was to be published in Research and Practice for Persons With Severe Disabilities (RPSD; formerly The Journal of The Association for the Severely Handicapped); serving as its editor was inconceivable to me at that time. Anyway, the rest is history, and it is time for me to end my role as editor and following tradition make some parting comments. Serving as an editor has been one of the most enjoyable and satisfying professional experiences I have had, and I have many individuals to thank for their support and assistance. First, let me thank all the associate editors who have served with me, most of whom for the long haul (7 years): Susan Copeland, Stacy Dymond, Diane Ferguson, Phil Ferguson, Carolyn Hughes, Rachel Janney, Donna Lehr, John McDonnell, Craig Michaels, Roberta Schnorr, Karrie Shogren, Marti Snell, Fred Spooner, and David Westling. Let me also thank my colleague Suzanne Young who served as our statistical consultant and my department head, Mary Alice Bruce, for all her support. Second, let me express my sincere appreciation to all the 60+ members of our editorial board. Without their great knowledge, insight, and commitment to TASH’s research mission, this journal would never have achieved its first tier status and professional reputation. Finally, I must express my thanks to my managing editor Eirin Grimes (how she put up with me over all these years continues to amaze me). Eirin is a counselor at the University of Wyoming and deals with many serious student problems each day, but she came to every one of our weekly meetings in the best cheer. Every meeting we had was enjoyable, despite all the problems we faced: switching to an electronic review system, delayed publication dates, missing reviews and galley proofs, change of publisher, and lack of accepted manuscripts, among others. My appreciation is heartfelt. I must also thank Barb Trader, the TASH Board of Directors, and the four presidents we had during my tenure as editor: Lyle Romer, Carol Quirk, David Westling, and Ralph Edwards for their support and encouragement. No doubt I made decisions and took actions they may not have agreed with, but I never felt their lack of support. I believe that the journal serves an important and valued function, and all these individuals helped to achieve this function. So what has happened with the journal in the last 7 years? Most notably in terms of operations, the journal has finally entered the “Digital Age.” All manuscripts now are electronically submitted and reviewed via Manuscript Central. This has allowed for a rapid and efficient review system. We also have changed publishers and RPSD is now being published by SAGE Publications. We look forward to SAGE’s commitment to better market and publicize the journal and to help achieve a greater readership, both nationally and internationally. Probably, the biggest and most desirable change—at least from my perspective—has been a threefold increase in manuscript submissions; this has resulted in an increase in associate editors from five to eight members. This increase is of course important because it provides us with a larger pool of potentially publishable articles; the bane of many RPSD editors has been to have a sufficient number of accepted articles to publish. But, more importantly, this increase provides evidence that the journal has regained its credibility in the research community—a status it had all but lost prior to my appointment, and that researchers now feel