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Showing 1 to 15 of 49 results Save | Export
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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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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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Hudson, Melissa E.; Rivera, Christopher J.; Grady, Maureen M. – Research and Practice for Persons with Severe Disabilities, 2018
In 2008, Browder and colleagues published a meta-analysis on mathematics instruction for learners with significant cognitive disabilities and found that most skills taught to these students were only from two of the five strands recommended by the National Council for Teachers of Mathematics (i.e., Number and Operations, and Measurement). A review…
Descriptors: Mathematics Instruction, Intellectual Disability, Literature Reviews, Teaching Methods
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Kozleski, Elizabeth B. – Research and Practice for Persons with Severe Disabilities, 2017
This article offers a rationale for the contributions of qualitative research to evidence-based practice in special education. In it, I make the argument that qualitative research encompasses the ability to study significant problems of practice, engage with practitioners in the conduct of research studies, learn and change processes during a…
Descriptors: Qualitative Research, Evidence Based Practice, Special Education, Research Methodology
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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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Spooner, Fred; McKissick, Bethany R.; Knight, Victoria F. – Research and Practice for Persons with Severe Disabilities, 2017
The use of evidence-based practices (EBPs) was mandated with the passage of the No Child Left Behind Act of 2001 (NCLB), and continues with the Every Student Succeeds Act (ESSA). Accordingly, all children, including those with severe disabilities, must be taught both daily living and academic skills using EBPs. In this article, we synthesize,…
Descriptors: Evidence Based Practice, Severe Disabilities, Educational Strategies, Daily Living Skills
Trader, Barbara; Stonemeier, Jennifer; Berg, Tricia; Knowles, Christen; Massar, Michelle; Monzalve, Manuel; Pinkelman, Sarah; Nese, Rhonda; Ruppert, Traci; Horner, Robert – Research and Practice for Persons with Severe Disabilities, 2017
The use of restraint and seclusion in schools has been identified repeatedly as an approach that is overused, misused, and potentially dangerous. In this article, we emphasize the importance of an approach to supporting students with significant problem behavior that focuses on prevention, evidence-based intervention procedures, heightened levels…
Descriptors: Discipline, Prevention, Intervention, Evidence Based Practice
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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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Brock, Matthew E.; Schaefer, John M. – Research and Practice for Persons with Severe Disabilities, 2015
Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide…
Descriptors: Geographic Location, Student Placement, Developmental Disabilities, Special Education
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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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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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Pickens, Julie L.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities, 2014
The purpose of this study was to investigate the views of special education directors toward community-based vocational instruction (CBVI). Participants included a non-proportional random sample of 47 directors from one state who completed an online or paper-based survey. Independent variables were directors' years of experience, geographic…
Descriptors: Special Education, Administrators, Administrator Attitudes, Community Based Instruction (Disabilities)
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Creech-Galloway, Carey; Collins, Belva C.; Knight, Victoria; Bausch, Margaret – Research and Practice for Persons with Severe Disabilities, 2013
Providing standards-based instruction in core content areas for individuals with moderate and severe disabilities is a hot topic in the field of special education, and teachers struggle to find the best methods for providing high-quality standards-based instruction in core content areas that also has personal relevance for the students. This…
Descriptors: Teaching Methods, Prompting, Educational Technology, Handheld Devices
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