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Showing 31 to 45 of 48 results Save | Export
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Carter, Erik W.; Cushing, Lisa S.; Clark, Nitasha M.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social…
Descriptors: Academic Achievement, Comparative Analysis, Cooperative Learning, Peer Acceptance
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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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Etscheidt, Susan – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
Concomitant with the increase in the number of paraprofessionals assisting students with disabilities is the emergence of legal issues pertaining to the need, selection, responsibilities, preparation, and supervision of those paraprofessionals. The purpose of this article is to provide a legal analysis of administrative and judicial decisions…
Descriptors: Federal Legislation, Educational Legislation, Court Litigation, Employment Qualifications
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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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Baker-Ericzen, Mary J.; Brookman-Frazee, Lauren; Stahmer, Aubyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2005
The toddler years can be a particularly stressful time for all parents, however, parents of children with disabilities may experience additional sources of stress. Recent literature on early education for children with disabilities promotes inclusion with typical peers with increases in the availability of inclusive programs. However, little is…
Descriptors: Early Intervention, Toddlers, Disabilities, Family Programs
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Falvey, Mary A. – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
In this article, the author comments on the paramount article "Toward Realization of the Least Restrictive Educational Environments for Severely Handicapped Students" by Brown, Wilcox, Sontag, Vincent, Dodd, and Gruenewald. She states that the article contained amazingly persuasive and logical ideas that guided the dramatic changes in service…
Descriptors: Severe Disabilities, Educational Environment, Educational Facilities, Mainstreaming
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Downing, June E.; Spencer, Sally; Cavallaro, Claire – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
The purpose of this study was to examine the startup of a charter elementary school specifically designed to be fully inclusive. Twenty-one adult stakeholders, including parents, teachers, staff, and an administrator, were interviewed and asked a series of questions designed to solicit information about what they identified as strengths and…
Descriptors: Attitudes toward Disabilities, Participative Decision Making, College School Cooperation, Charter Schools
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Peck, Charles A.; Staub, Debbie; Gallucci, Chrysan; Schwartz, Ilene – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
We studied parents' perceptions of the effects of their nondisabled child's participation in a classroom in which a child with severe disabilities was enrolled full time. Survey responses from 389 parents indicated that they generally perceived their nondisabled child to have benefited from this experience. A minority of parents held negative…
Descriptors: Socialization, Student Attitudes, Parent Attitudes, Inclusive Schools
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Clark, Nitasha M.; Cushing, Lisa S.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using…
Descriptors: Educational Practices, Technical Assistance, Special Education Teachers, Informal Assessment
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Brown, Lou; Wilcox, Barbara; Sontag, Edward; Vincent, Betty; Dodd, Nancy; Gruenewald, Lee – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
It is now the responsibility of educators to provide for the education of severely handicapped students in what has been referred to as "the least restrictive educational environment." This paper discusses least restrictive educational environments in relation to segregation versus integration, interactions with nonhandicapped age peers,…
Descriptors: Severe Disabilities, Educational Environment, Educational Facilities, Mainstreaming
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Foreman, Phil; Arthur-Kelly, Michael; Pascoe, Sue; King, Brian Smyth – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
An increasing amount of research attention is being directed toward the educational experiences of students with profound and multiple disabilities. One technique that has allowed a better understanding of alertness and involvement in members of this population is behavior state assessment. In this study, eight matched pairs of school-aged…
Descriptors: Student Behavior, Educational Experience, Multiple Disabilities, Severe Disabilities
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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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Agran, Martin; Boykov, Dmitriy – Research and Practice for Persons with Severe Disabilities, 2003
A survey of 27 Russian students and educators enrolled in a defectology course found that most respondents were knowledgeable of and supported inclusion practices advocated in the United States and Western Europe, although belief in traditional practices of segregation of individuals with disabilities was also evident. The survey also addressed…
Descriptors: Disabilities, Educational Principles, Elementary Secondary Education, Foreign Countries
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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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