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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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Petersen, Amy – Research and Practice for Persons with Severe Disabilities, 2016
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…
Descriptors: Qualitative Research, Special Education Teachers, Teacher Attitudes, General Education
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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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Kearns, Jacqueline F.; Kleinert, Harold L.; Thurlow, Martha L.; Gong, Brian; Quenemoen, Rachel – Research and Practice for Persons with Severe Disabilities, 2015
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…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Teacher Effectiveness
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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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Rood, Carrie E.; Kanter, Arlene; Causton, Julie – Research and Practice for Persons with Severe Disabilities, 2014
This article describes the potential impact that state guardianship laws may have on the transition planning process for students identified with intellectual and developmental disabilities under the Individuals with Disabilities in Education Improvement Act. The authors utilize a disability studies framework to describe how the goals of…
Descriptors: Federal Legislation, Educational Legislation, State Legislation, Developmental Disabilities
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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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Carter, Erik W.; Lane, Kathleen Lynne; Cooney, Molly; Weir, Katherine; Moss, Colleen K.; Machalicek, Wendy – Research and Practice for Persons with Severe Disabilities, 2013
This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19-21 years). Results indicated parents placed a high value on the importance of all seven component skills (i.e., choice-making skills, decision-making skills,…
Descriptors: Self Determination, Autism, Mental Retardation, Parents
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Meyer, Luanna H. – Research and Practice for Persons with Severe Disabilities, 2012
Over the years, much has been accomplished in the area of severe disabilities--by professionals, academic scholars, parents of persons with disabilities, and self-advocates. It was not that long ago that children with severe disabilities were most likely to be excluded from school altogether or, if they received an education at all, it was far…
Descriptors: Disabilities, Educational Environment, Freedom, Developed Nations
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