Search results

1 – 9 of 9
Book part
Publication date: 24 October 2016

Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…

Abstract

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

Keywords

Book part
Publication date: 5 June 2018

Jennifer Kurth, Alison Zagona, Amanda Miller and Michael Wehmeyer

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often…

Abstract

This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Keywords

Book part
Publication date: 11 August 2021

Jennifer A. Kurth, Michael L. Wehmeyer, Carly A. Roberts and Elissa Lockman Turner

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter…

Abstract

Assessing learners with extensive support needs has traditionally been rooted in deficit perspectives, in which student incapacities are highlighted. We start this chapter with an overview of this historical view and identify its shortcomings. Next, we identify alternate assessment and progress monitoring as key efforts for shifting the lens from deficit-oriented assessment toward more grade-aligned, inclusive-, and strengths-based strategies. We also identify strategies for comprehensive assessment that can continue this shift in approach. Finally, we conclude with ideas for future directions in assessing learners with extensive support needs.

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Keywords

Book part
Publication date: 4 February 2015

Jody Marie Bartz, Jennifer Kurth and Matthew Wangeman

Facilitating inclusive supports and services for learners with low-incidence disabilities involves collaborative teaming, understanding the benefits and challenges…

Abstract

Facilitating inclusive supports and services for learners with low-incidence disabilities involves collaborative teaming, understanding the benefits and challenges involved in delivering inclusive supports, and appreciating the diverse and unique needs of this population. In this chapter, we provide families, educators, researchers, academics, related service personnel, and other professionals with examples of models of service and support delivery. Emphasis will be on school-age learners with low-incidence disabilities. Additionally, an insider perspective of the opportunities for, as well as benefits and barriers to, successful implementation of supports and services for learners with low-incidence disabilities is presented. The chapter concludes with future directions for research.

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Keywords

Book part
Publication date: 5 June 2018

Abstract

Details

Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

Book part
Publication date: 4 February 2015

Abstract

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Book part
Publication date: 11 August 2021

Abstract

Details

Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

Book part
Publication date: 4 February 2015

Abstract

Details

Including Learners with Low-Incidence Disabilities
Type: Book
ISBN: 978-1-78441-250-0

Book part
Publication date: 24 October 2016

Abstract

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

1 – 9 of 9