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Lee, Hyunjoo; Morningstar, Mary E. – Research and Practice for Persons with Severe Disabilities, 2019
A secondary analysis of data from the National Longitudinal Transition Study--2 (NLTS2) was conducted to examine predictors associated with improved postschool community participation of young adults with severe disabilities. Multidimensional item response theory was used to establish criterion and predictor constructs and examine predictive…
Descriptors: Predictor Variables, Community Involvement, Severe Disabilities, Longitudinal Studies
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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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Finnerty, Megan S.; Jackson, Lewis B.; Ostergren, Renee – Research and Practice for Persons with Severe Disabilities, 2019
This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes…
Descriptors: Severe Disabilities, Academic Accommodations (Disabilities), Elementary School Students, Mainstreaming
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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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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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Roberts, Carly A.; Ruppar, Andrea L.; Olson, Amy J. – Research and Practice for Persons with Severe Disabilities, 2018
School administrators play an important role in shaping teaching and learning. However, very little is known regarding how school administrators perceive instruction for students with severe disabilities and how those perceptions shape expectations and visions for instruction. Semistructured interviews were used to interview 12 administrators…
Descriptors: Administrator Attitudes, Semi Structured Interviews, Severe Disabilities, Inclusion
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Walker, Virginia L.; Loman, Sheldon L.; Hara, Motoaki; Park, Kristy Lee; Strickland-Cohen, M. Kathleen – Research and Practice for Persons with Severe Disabilities, 2018
To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type…
Descriptors: Severe Disabilities, Positive Behavior Supports, Inclusion, School Personnel
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Ivy, Sarah E.; Hatton, Deborah D.; Wehby, Joseph H. – Research and Practice for Persons with Severe Disabilities, 2018
Children's skill level in using a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake, which has important implications for health and self-determination. Children with severe multiple disabilities, including cognitive and visual impairment (VI), require intensive instruction to…
Descriptors: Severe Disabilities, Multiple Disabilities, Severe Intellectual Disability, Visual Impairments
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Agran, Martin; Spooner, Fred; Brown, Fredda; Morningstar, Mary; Singer, George H. S.; Wehman, Paul – Research and Practice for Persons with Severe Disabilities, 2018
At the 2016 TASH Conference in St. Louis, a research colloquium was held that focused on the state of selected life-span services for people with severe disabilities. Topics addressed by leading experts in the field included inclusion, teaching academic skills, family support, challenging behavior, supported employment, and voting. This article…
Descriptors: Lifelong Learning, Conferences (Gatherings), Conference Papers, Meetings
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Gee, Kathy; Gonsier-Gerdin, Jean – Research and Practice for Persons with Severe Disabilities, 2018
The purpose of this qualitative study was to examine the experiences and perceptions of 10 first-year teachers who had been trained to provide evidence-based practices, including integrated services and supports, and subsequently took jobs in self-contained, special education elementary and middle-school classrooms designated for students with…
Descriptors: Special Education Teachers, Qualitative Research, Beginning Teachers, Evidence Based Practice
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Carter, Erik W.; Bendetson, Sonni; Guiden, Carrie Hobbs – Research and Practice for Persons with Severe Disabilities, 2018
Although calls to expand integrated employment opportunities have permeated recent legislative and policy initiatives in the United States, substantial numbers of adults with severe disabilities still work in segregated settings. We examined findings from events held in eight communities to solicit the views of parents and other family members (n…
Descriptors: Severe Disabilities, Adults, Parent Attitudes, Sheltered Workshops
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Cimera, Robert Evert – Research and Practice for Persons with Severe Disabilities, 2017
This study examined the percentage of 21,257 supported employees served by 74 state-federal vocational rehabilitation agencies in 2013 who would have earned more wages in sheltered workshops than in the community. It found that the overwhelming majority of supported employees earned more in their communities at all wage comparison points; however,…
Descriptors: Severe Disabilities, Supported Employment, Sheltered Workshops, Vocational Rehabilitation
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Ruppar, Andrea L.; Roberts, Carly A.; Olson, Amy J. – Research and Practice for Persons with Severe Disabilities, 2017
Teaching students with severe disabilities is a complex endeavor, and the skills and qualities of expert teachers for students with severe disabilities are not well understood. A lack of understanding about the unique roles and expertise of teachers of students with severe disabilities can influence the quality of education students with severe…
Descriptors: Teacher Competencies, Severe Disabilities, Expertise, Teaching Methods
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Singer, George H. S.; Agran, Martin; Spooner, Fred – Research and Practice for Persons with Severe Disabilities, 2017
This article discusses the relationship between evidence-based practices (EBPs) and values in research and practice pertaining to people with severe disabilities. The importance of basing educational and habilitation practices on substantial scientific evidence for practical, moral, and legal reasons is acknowledged given the prevalence of…
Descriptors: Evidence Based Practice, Severe Disabilities, Values, Educational Research
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Wang, Mian; Lam, Yeana – Research and Practice for Persons with Severe Disabilities, 2017
Many issues arise in the discussion of the evidence-based practice (EBP) movement and implementation science in special education and specific educational practices for students with severe disabilities. Yet cultural adaptations of EBPs, which have emerged as an area of research in other fields, are being left out as a focus of EBP discourse. The…
Descriptors: Special Education, Evidence Based Practice, Educational Research, Educational Practices
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