Showing papers in "The Journal of The Association for Persons With Severe Handicaps in 2016"
TL;DR: A systematic review on the effects of interventions that include communication partner modeling of aided augmentative and alternative communication (AAC) on the language acquisition of infants was conducted by as discussed by the authors.
Abstract: A systematic review of research on the effects of interventions that include communication partner modeling of aided augmentative and alternative communication (AAC) on the language acquisition of ...
100 citations
TL;DR: This paper investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms and found that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum.
Abstract: This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting the learning of students with SCD. Finally, the classrooms themselves were often distracting and demonstrated little evidence of specialized or effective instruction. Implications for teaching and research are included.
61 citations
TL;DR: In this paper, a case study explored how multiple educational personnel in a middle school identified as an exemplar of inclusive education defined and provided students with severe disabilities access to the general education curriculum.
Abstract: This case study explored how multiple educational personnel in a middle school identified as an exemplar of inclusive education defined and provided students with severe disabilities access to the general education curriculum. Data sources including a questionnaire, interviews, observations, observation reflections, and artifacts were collected from 12 participants who worked as administrators, general education teachers, special education teachers, or paraprofessionals. Findings point to educational personnel who are committed to providing access to the general education curriculum in general education classrooms and carry out this mission through shared responsibility, collaboration, peer supports, and multi-faceted learning structures. These findings are discussed in relation to future research and practice in the areas of inclusion and severe disabilities.
44 citations
TL;DR: For example, this paper found that 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.
Abstract: 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 diff...
39 citations
TL;DR: In this article, the authors discuss the importance of fostering and maintaining strong collaborative relationships between paraprofessionals and special education teachers working together to provide a high-quality education for students.
Abstract: Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for s...
33 citations
TL;DR: In this article, a qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access and highlighted the need for continued professional development and support for decision making relating to what to teach, how to prioritize instruction, and alignment among a student's individualized education plan, alternate assessment, and curriculum.
Abstract: This qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access. The participants in this study raised many questions about what general education curriculum access is and how it might be realized. This study illuminated the need for inclusive education reform to assist general and special educators in the logistics of ensuring general education curriculum access. Continued professional development and support for decision making relating to what to teach, how to prioritize instruction, and alignment among a student’s individualized education plan, alternate assessment, and curriculum are also discussed.
31 citations
TL;DR: The TASH Inclusive Education National Committee responded to Horner and Dunlap's call to ensure that future research integrates inclusive values with strong science by developing an inclusive education curriculum as discussed by the authors.
Abstract: The TASH Inclusive Education National Committee responded to Horner and Dunlap’s call to ensure that future research integrates inclusive values with strong science by developing an inclusive educa...
30 citations
TL;DR: Although functional communication training (FCT) is an effective intervention for increasing appropriate forms of communicative behaviors and decreasing inappropriate forms of communication (i.e.,... as mentioned in this paper ), it is not suitable for children.
Abstract: Although functional communication training (FCT) is an effective intervention for increasing appropriate forms of communicative behaviors and decreasing inappropriate forms of communication (i.e., ...
28 citations
TL;DR: This paper investigated the experience of mandated deinstitutionalization for parents and siblings whose relatives with intellectual and developmental disabilities (IDD) transitioned from institutionalization to community living within the past 1 to 3 years.
Abstract: The deinstitutionalization movement that began 50 years ago remains a current issue for professionals and families. Using qualitative phenomenology methodology, we investigated the experience of mandated deinstitutionalization for parents and siblings whose relatives with intellectual and developmental disabilities (IDD) transitioned from institutionalization to community living within the past 1 to 3 years. Findings from the current study align with previous research wherein, over time, most families shift from opposition to satisfaction regarding community living; however, family members’ narratives in the current study reveal there is more to the process of deinstitutionalization than the outcome of satisfaction. Family members, regardless of current opposition or satisfaction, shared six common themes concerning what they desired and valued throughout the deinstitutionalization process: (a) respect our relative’s history, (b) collaborate: make us feel like we are a part of the process, (c) provide qua...
22 citations
TL;DR: In this paper, the authors describe the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today, highlighting the impact on, and inclusion of, SWPs on students with severe disabilities.
Abstract: Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today, highlighting the impact on, and inclusion of, SWPBS on students with severe disabilities. In particular, implications for researchers are addressed, including the appropriateness, accessibility, and availability of SWPBS for students with severe disabilities, and the potential of SWPBS to facilitate inclusive schools.
21 citations
TL;DR: In this article, social relationships can shape the well-being of parents of children with intellectual and developmental disabilities (IDDs), and although much attention has focused on relationships with other family...
Abstract: Social relationships can shape the well-being of parents of children with intellectual and developmental disabilities (IDDs). Although much attention has focused on relationships with other family ...
TL;DR: This article investigated teachers' beliefs about the participation of students with severe disabilities in school clubs and found that prior experience of sponsoring a school club positively affected teachers' perceptions of benefits gained from participation.
Abstract: The purpose of this study was to investigate teachers’ beliefs about the participation of students with severe disabilities (SD) in school clubs. Participants were special education teachers (N = 60) of middle and junior high school students with SD from one state. Data were collected using a survey. Results indicate that teachers value including students in school clubs and believe that students benefit from engaging in club activities, yet they did not view this setting as a place to address curricula. Issues with supports, transportation, and planning were identified as barriers to participation. Prior experience sponsoring a school club positively affected teachers’ perceptions of benefits gained from participation.
TL;DR: The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined in this paper, where the survey respondents indicated that their belief was that their stu...
Abstract: The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their stu...
TL;DR: In this article, a meta-analysis examined the use of deep touch pressure (DTP; e.g., weighted vests) with students with disabilities and concluded that DTP interventions are of generally poor quality and demonstrate effects that do not validate their current use for students with disability.
Abstract: The current meta-analysis examined the use of deep touch pressure (DTP; e.g., weighted vests) with students with disabilities. DTP is a form of sensory integration therapy that is currently used extensively in schools with students with autism and other disabilities. Each study in the analysis was evaluated using the Council for Exceptional Children’s guidelines for evidence-based practices. In addition, noting the debate regarding appropriate single-case effect sizes, the current study calculated omnibus effect sizes utilizing a variety of single-case design effect sizes. Results of the current study suggest that DTP interventions are of generally poor quality and demonstrate effects that do not validate their current use for students with disabilities.
TL;DR: Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsive students as mentioned in this paper, who have a diverse background.
Abstract: Given the increased number of students with disabilities who have culturally and linguistically diverse backgrounds in the United States, there has been growing attention to the cultural responsive...
TL;DR: In this article, a randomized controlled design study of an ability-based versus needs-based approach to response-contingent learning among children with significant developmental delays and disabilities who did not use instrumental behavior to produce reinforcing consequences is reported.
Abstract: Findings from a randomized controlled design study of an ability-based versus needs-based approach to response-contingent learning among children with significant developmental delays and disabilities who did not use instrumental behavior to produce reinforcing consequences are reported. The ability-based intervention and needs-based intervention differed in terms of how child behavior was identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children’s parents. For the ability-based group, behavior that children were capable of producing, but did not yet use intentionally, was identified and used to elicit reinforcing consequences. For the needs-based group, behavior children did not yet produce, but were expected to learn, was identified through a developmental assessment and used to elicit reinforcing consequences. Results showed that the children in the ability-based group had more learning opportunities, acquired more response-continge...
TL;DR: HCBS waivers providing day habilitation services for people with IDD were analyzed and there was wide variance across services in terms of projected total spending, spending per participant, and reimbursement rates.
Abstract: Medicaid Home and Community-Based Services (HCBS) 1915(c) waivers are one of the largest providers of long-term services and supports for people with intellectual and developmental disabilities (ID...
TL;DR: In this paper, a case study examined one high school student's access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs fr...
Abstract: This case study examined one high school student’s access to inclusive education and experiences in an inclusive English class after he acquired severe disabilities and complex health care needs fr...
TL;DR: In this article, the authors evaluate resource materials for adapting grade-aligned mathematics to students with significant cognitive disabilities and provide guidance for designing mathematics instruction aligned to academic content standards, and the resources received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content.
Abstract: Although educators of students who take alternate assessments based on alternate achievement standards are charged with providing access to grade-level mathematics to help their students prepare for this requirement, almost no models exist to provide guidance for how to adapt mathematics content for this population of students. This study asked educators to evaluate resource materials for adapting grade-aligned mathematics. One hundred twenty-five participants completed a survey to appraise two resources developed specifically for teaching mathematics to students with significant cognitive disabilities. One of the resources was designed to build mathematics content knowledge and the second to provide guidance for designing mathematics instruction aligned to academic content standards. The resources received positive reviews from a large majority of respondents who agreed they provided educators with needed models for teaching specific mathematics content.
TL;DR: Beckwith concludes that despite promising initiatives such as supported employment, the central outcome of the last quarter of the twentieth century became a system that remained solidly tilted in the direction of segregation.
Abstract: public residential institutions shrank in the last quarter of the 20th century, vocational institutions expanded rapidly. What happened then, for many adults with intellectual disability during this era, was not so much “de” institutionalization, as “trans” institutionalization. Despite promising initiatives such as supported employment, Beckwith solemnly concludes, “the central outcome of the last quarter of the twentieth century became a system that remained solidly tilted in the direction of segregation” (p. 137). Chapters 8 and 9 conclude the book with short but effective summaries of where things currently stand and the challenges that lie ahead. This is not a book that shies away from the immensity of those challenges. Both in the United States and internationally, the perpetuation of enforced economic inequity continues largely unabated. The author cites recent data that an estimated 425,000 individuals with significant disabilities are employed by agencies, businesses, and other organizations that have applied for and received a federal waiver to pay for work at below minimum wage. Challenging the rationales and traditions that provide the ongoing foundation for such exploitation is a daunting but necessary task for the coming decades. However, several states have undertaken initiatives to begin a new generation of deinstitutionalization, this time from vocational facilities instead of residential ones. The challenge remains to see whether the move to true economic inclusion can be achieved. Meeting that challenge will be at least a little easier with the passionate scholarship that Beckwith provides us with in this powerful and timely book.