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Kuntz, Emily M.; Carter, Erik W. – Research and Practice for Persons with Severe Disabilities, 2019
Instruction and support for students with intellectual disability in general education classes should be informed by research-based interventions. In this systematic review, we examined the focus and impact of interventions delivered in inclusive classes to support middle and high school students with intellectual disability. We identified 40…
Descriptors: Intervention, Secondary School Students, Intellectual Disability, Inclusion
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Ballard, Sarah L.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities, 2017
This systematic literature review examined research on stakeholders' beliefs about addressing the general education curriculum in general education classrooms with students with severe disabilities (SD). The investigation was limited to studies published in peer-reviewed journals between 1997 and 2015. Ten articles were identified and then…
Descriptors: General Education, Regular and Special Education Relationship, Severe Disabilities, Curriculum
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Lowrey, K. Alisa; Hollingshead, Aleksandra; Howery, Kathy; Bishop, John B. – Research and Practice for Persons with Severe Disabilities, 2017
Voices of practitioners are often missing in research studies. This project focused on examining general education teachers' stories as they relate to implementation of Universal Design for Learning (UDL) framework and inclusion of students with moderate to severe intellectual disability. Seven general education teachers from Canada and the United…
Descriptors: Inclusion, Access to Education, Curriculum Implementation, Teacher Surveys
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Olson, Amy; Leko, Melinda M.; Roberts, Carly A. – Research and Practice for Persons with Severe Disabilities, 2016
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…
Descriptors: Case Studies, Severe Disabilities, Access to Education, Middle Schools
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Morningstar, Mary E.; Shogren, Karrie A.; Lee, Hyunjoo; Born, Kiara – Research and Practice for Persons with Severe Disabilities, 2015
This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of…
Descriptors: Observation, Inclusion, Regular and Special Education Relationship, School Policy
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Sailor, Wayne S.; McCart, Amy B. – Research and Practice for Persons with Severe Disabilities, 2014
After decades of effort to create inclusive education, the authors assert that the time for full inclusion to manifest at scale may finally be at hand. This article first briefly considers the background and history of the inclusive education movement. The authors then reframe the discourse by defining inclusion through structures and…
Descriptors: Inclusion, Educational Change, Access to Education, Educational History
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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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Trela, Katherine; Jimenez, Bree A. – Research and Practice for Persons with Severe Disabilities, 2013
Language used in the field of special education is important; it can serve to influence both curriculum and placement decisions for students with intellectual disability. Historically, "Functional Curriculum" was used to describe curriculum adaptations necessary for students to access their environment (school and community). However,…
Descriptors: Access to Education, Mental Retardation, Holistic Approach, Individualized Instruction
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Papay, Clare; Griffin, Megan – Research and Practice for Persons with Severe Disabilities, 2013
Over the past decade, inclusive postsecondary opportunities have become more available to students with intellectual and developmental disabilities than ever before. With greater demand for such opportunities as well as greater awareness of the possibilities for youth with intellectual and developmental disabilities, developing new programs on…
Descriptors: Access to Education, Mental Retardation, Developmental Disabilities, Inclusion
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Chiu, Chun-Yu; Turnbull, Ann P.; Summers, Jean Ann – Research and Practice for Persons with Severe Disabilities, 2013
This study documented the process of developing and validating the Family Needs Assessment (FNA), a seven-factor 73-item measure developed for research and practice, using a sample of Taiwanese families. In developing the FNA, the research team identified a theoretical basis for family needs, used literature and qualitative results in generating…
Descriptors: Foreign Countries, Test Construction, Test Validity, Family Needs
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Keefe, Elizabeth B.; Copeland, Susan R. – Research and Practice for Persons with Severe Disabilities (RPSD), 2011
People with extensive needs for support represent the last group of people routinely denied opportunities for literacy instruction. One of the major reasons for this lack of opportunity can be related to limited definitions of what constitutes literacy as a whole and reading and writing in particular. This article will explore the way in which…
Descriptors: Definitions, Literacy Education, Reading Instruction, Access to Education
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Dukes, Charles; Lamar-Dukes, Pamela – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
It has been about 9 years since the last special issue on diversity in "Research and Practice for Persons with Severe Disabilities" ("RPSD"). The obvious question people ask: What progress has been made to awareness, respect, and inclusion of people from diverse backgrounds in their society? Specifically, has any progress been made for individuals…
Descriptors: Social Justice, Multicultural Education, Attitudes toward Disabilities, Consciousness Raising
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Copeland, Susan R.; Cosbey, Joanna – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
Research strongly supports including students with extensive support needs in general education settings and providing them access to the general curriculum. Yet, there is limited research indicating how to provide them authentic access to this curriculum. This article explores several instructional approaches to provide access including (a) use…
Descriptors: General Education, Severe Disabilities, Teaching Methods, Educational Practices
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Delano, Monica E.; Keefe, Liz; Perner, Darlene – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
All teacher preparation programs face serious challenges; however, programs that prepare teachers to work with students with extensive support needs face additional, unique challenges in preparing professionals to facilitate their students' development of functional skills and to ensure their access to the general education curriculum. The purpose…
Descriptors: Severe Disabilities, Special Needs Students, Teacher Education Programs, Course Content
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Ward, Theresa – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
In the late 1960s and 1970s, the author was falsely labeled as a student with mental retardation, a label that controlled her educational experience for 8 years. In the early 1980s, she completed traditional university licensure programs to become both a general and a special education teacher. In this article, the author provides the perspective…
Descriptors: Inclusive Schools, Mental Retardation, Educational Experience, Special Education
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