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ERIC Number: EJ1217518
Record Type: Journal
Publication Date: 2019-Jun
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1540-7969
Adaptations in General Education Classrooms for Students with Severe Disabilities: Access, Progress Assessment, and Sustained Use
Finnerty, Megan S.; Jackson, Lewis B.; Ostergren, Renee
Research and Practice for Persons with Severe Disabilities, v44 n2 p87-102 Jun 2019
This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A