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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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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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Freeman, Rachel; Eber, Lucille; Anderson, Cynthia; Irvin, Larry; Horner, Rob; Bounds, Monica; Dunlap, Glen – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
School-wide positive behavior support (SWPBS) is a systematic and effective approach for broadly improving student behavior across school environments. SWPBS includes data-based strategies for supporting all students along a continuum of need and intensity based on a three-tiered model of prevention. Students with the most significant behavioral…
Descriptors: Student Behavior, Inclusive Schools, Behavior Modification, Mainstreaming
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Carter, Erik W.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly…
Descriptors: Intervention, Severe Disabilities, Mainstreaming, Inclusive Schools
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Giangreco, Michael F.; Smith, Carter S.; Pinckney, Elaine – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Many schools have increased their use of paraprofessionals as a primary mechanism to include more students with various disabilities in general education classes. Although intended to be supportive, service delivery that relies extensively on paraprofessionals has resulted in a host of challenges for public schools and questionable services for…
Descriptors: Program Descriptions, Disabilities, Inclusive Schools, Paraprofessional School Personnel
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Spooner, Fred; Dymond, Stacy K.; Smith, Anne; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
This article introduces a special issue on accessing the general curriculum for students with significant cognitive disabilities. The authors intent with the series was to highlight four Directed Research (CFDA 84.324D) projects funded by the Office of Special Education Programs in 2002. The directed research priority targeted the need to extend…
Descriptors: General Education, Disabilities, Inclusive Schools, Mainstreaming
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Devlin, Patricia – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
This article describes a preliminary study investigating whether a specific awareness and training for six teacher-paraprofessional teams would have an effect on the inclusion of six students with mild to severe disabilities in elementary general education environments. An experimental design employing a pretest-posttest control group with matched…
Descriptors: Goal Orientation, Research Design, Interaction, Control Groups
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Carter, Erik W.; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social interaction among adolescents with intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides a critical analysis of twenty-six empirical…
Descriptors: Regular and Special Education Relationship, Disabilities, Special Needs Students, Mental Retardation
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Schepis, Maureen M.; Reid, Dennis H.; Ownbey, Jean; Clary, Jamie – Research and Practice for Persons with Severe Disabilities, 2003
A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in…
Descriptors: Cooperative Learning, Early Childhood Education, Feedback, Inclusive Schools
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McCabe, Helen – Research and Practice for Persons with Severe Disabilities, 2003
This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practice, focusing on the importance of parent…
Descriptors: Academic Accommodations (Disabilities), Attitudes toward Disabilities, Autism, Comparative Education
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Villa, Richard A.; Tac, Le Van; Muc, Pham Minh; Ryan, Susan; Thuy, Nguyen Thi Minh; Weill, Cindy; Thousand, Jacqueline S. – Research and Practice for Persons with Severe Disabilities, 2003
This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion projects and resultant goals of the Ministry of Education and Training to expand inclusive education are described. (Contains 8 references.) (Author/CR)
Descriptors: Academic Accommodations (Disabilities), Agency Cooperation, Comparative Education, Delivery Systems
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Stough, Laura M. – Research and Practice for Persons with Severe Disabilities, 2003
An overview of special education in Costa Rica is provided. Costa Rica has promulgated four educational service models that extend special education expertise: consulting teachers, educational assistance teams, itinerant teams, and resource centers. Their educational classification system describes the level of modifications required by students.…
Descriptors: Academic Accommodations (Disabilities), Classification, Comparative Education, Consultation Programs