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Toews, Samantha Gross; Kurth, Jennifer A. – Research and Practice for Persons with Severe Disabilities, 2019
While legislation and research have promoted inclusive education and the importance of literacy instruction for students with extensive support needs, the majority of literacy instruction research continues to occur in separate self-contained special education settings. This article is a call to action to the educational research community to…
Descriptors: Literacy Education, General Education, Inclusion, Regular and Special Education Relationship
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Waters, Chelsea L.; Friesen, Amber – Research and Practice for Persons with Severe Disabilities, 2019
Families raising young children diagnosed with multiple disabilities encounter experiences that are often unique and extend well beyond the early childhood years due to the intensity and severity of their child's needs. The contexts of these families must be understood to provide meaningful services and supports, particularly during the child's…
Descriptors: Young Children, Child Rearing, Multiple Disabilities, Parent Attitudes
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Kurth, Jennifer A.; Ruppar, Andrea L.; Toews, Samantha Gross; McCabe, Katie M.; McQueston, Jessica A.; Johnston, Russell – Research and Practice for Persons with Severe Disabilities, 2019
Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in…
Descriptors: Special Education, Individualized Education Programs, Supplementary Education, Student Placement
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Losinski, Mickey; Sanders, Sara A.; Wiseman, Nicole M. – Research and Practice for Persons with Severe Disabilities, 2016
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…
Descriptors: Meta Analysis, Effect Size, Intervention, Sensory Integration
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Ballard, Sarah L.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities, 2016
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 from a nontraumatic brain injury. Multiple sources of data (i.e., interviews, field notes, and documents) were collected and analyzed to formulate…
Descriptors: Severe Disabilities, High School Students, Case Studies, Inclusion
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Jameson, J. Matt; Riesen, Tim; Polychronis, Shamby; Trader, Barbara; Mizner, Susan; Martinis, Jonathan; Hoyle, Dohn – Research and Practice for Persons with Severe Disabilities, 2015
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…
Descriptors: Disabilities, Legal Responsibility, Decision Making, Self Determination
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Burke, Meghan M.; Sandman, Linda – Research and Practice for Persons with Severe Disabilities, 2015
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…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
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Kurth, Jennifer A.; Morningstar, Mary E.; Kozleski, Elizabeth B. – Research and Practice for Persons with Severe Disabilities, 2014
The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set…
Descriptors: Student Placement, Special Education, Disabilities, Severe Disabilities
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Ryndak, Diane Lea; Taub, Debbie; Jorgensen, Cheryl M.; Gonsier-Gerdin, Jean; Arndt, Katrina; Sauer, Janet; Ruppar, Andrea L.; Morningstar, Mary E.; Allcock, Heather – Research and Practice for Persons with Severe Disabilities, 2014
Students with significant disabilities continue to be among the most segregated in schools. In this article, we argue that the principles of least restrictive environment and involvement and progress in the general curriculum have been interpreted in ways that perpetuate segregation, rather than increasing students' access to meaningful curriculum…
Descriptors: Disabilities, General Education, Inclusion, Educational Policy
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Hunt, Pam; McDonnell, John; Crockett, Margret A. – Research and Practice for Persons with Severe Disabilities, 2012
The emergence of the standards-based reform movement has raised a number of issues related to the design of educational programs for students with severe disabilities, and a debate has arisen that presents an "either/or" choice between the general education curriculum and an ecological curricular framework that has traditionally guided…
Descriptors: Disabilities, Lifelong Learning, Quality of Life, Curriculum Development
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Mueller, Tracy Gershwin; Milian, Madeline; Islas Lopez, Maria – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Parent-professional partnership literature continues to emphasize the importance of including the parent voice. Spanish-speaking families are often excluded from such studies because of the language barrier. This article presents a qualitative interview study of eight Latina mothers of children with severe disabilities. All participants were…
Descriptors: Mothers, Parents, Social Support Groups, Hispanic Americans
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Harmon, Corinne; Kasa-Hendrickson, Christi; Neal, La Vonne I. – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Providing comprehensive services to students with significant support needs is a complex and challenging endeavor because of the uniqueness of a wide range of conditions and variables that impact one or more of the functioning capacities of these students. Along with this complexity, it is necessary to fully integrate culturally responsive…
Descriptors: Severe Disabilities, Teaching Methods, Culturally Relevant Education, Cultural Pluralism
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Sailor, Wayne – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Special education as practiced today remains firmly anchored in the original logic of the Amendments to the Education of the Handicapped Act (PL 94-142). Subsequent reauthorizations of the statute have included language designed to increase access to the general curriculum by special needs students but have not addressed the underlying…
Descriptors: Delivery Systems, Disabilities, Special Needs Students, Special Education
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Smith, Anne – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
This special issue of Research and Practice for Persons with Severe Disabilities (RPSD) is timely and resonates with the theme of the 2009 TASH Conference, "If not Us, Who? If not NOW, When?" The articles grapple with critical issues across a number of dimensions that reflect the complexity of inclusion and exclusion, the importance of…
Descriptors: Inclusive Schools, Mental Retardation, Intervention, Federal Legislation
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Rusch, Frank R.; Wolfe, Pamela – Research and Practice for Persons with Severe Disabilities (RPSD), 2008
Despite efforts over the past several decades to improve the delivery of transition services for youth with disabilities, outcomes continue to be unacceptably dismal for most youth, including high rates of unemployment, residential independence, and financial dependence, concurrent with low rates of enrollment in college or other postsecondary…
Descriptors: Postsecondary Education, High Schools, Employment, Transitional Programs
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