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Book part
Publication date: 30 July 2014

Michael L. Wehmeyer, Karrie Shogren, Miguel Angel Verdugo, Laura Nota, Salvatore Soresi, Suk-Hyang Lee and Yves Lachapelle

Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances…

Abstract

Historically, the condition we now refer to as intellectual disability has been conceptualized using models that were extension of the medical model. Recent advances, however, have emphasized person-environment fit models of disability that view disability, intellectual, and other cognitive disabilities, as the lack of fit between a person’s capacities and the demands of the context. This chapter examines these shifts in conceptualization and the ways in which this changes how interventions are designed to provide support to enable people with intellectual disability to live, learn, work, and play in their communities. Such interventions and supports include issues pertaining to Universal Design for Learning, multi-tiered systems of supports, and the primacy of promoting the self-determination of people with disabilities. The importance of efforts to promote social inclusion is also discussed, as well as strategies to promote transition to adulthood. Authors from several countries provide examples of how these new intervention paradigms are being implemented across the world.

Details

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

Book part
Publication date: 15 July 2015

Michael L. Wehmeyer, Karrie A. Shogren and Hyojeong Seo

Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to…

Abstract

Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively impact student educational goal attainment, access to the general education curriculum, student involvement in educational and transition planning, and more positive postschool outcomes. This chapter discusses the self-determination construct, reviews the literature pertaining to what is known about promoting self-determination and goal attainment, and introduces assessments, evidence-based practices, and strategies for promoting student involvement.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

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: 1 April 2011

Michael L. Wehmeyer

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research…

Abstract

Promoting the self-determination of students, particularly adolescents, with disabilities has become best practice in special education and transition services. Research documents that students who leave school as more self-determined young people achieve more positive employment and independent living outcomes and experience a higher quality of life. Further, promoting self-determination can provide an entry point to the general education curriculum for students with disabilities, and instruction to promote self-determination can enable students to better engage with and learn in the general education curriculum. This chapter defines the self-determination construct as it applies to the education of students with disabilities, examines the importance of such instruction, and provides information with regard to prevailing practices in assessment and instruction to promote this outcome.

Details

Assessment and Intervention
Type: Book
ISBN: 978-0-85724-829-9

Book part
Publication date: 26 November 2019

Sarah R. Carlson, Vidya D. Munandar, Michael L. Wehmeyer and James R. Thompson

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending…

Abstract

In the years following high school, youth, including youth with extensive support needs, aspire to pursue a range of personally important experiences, such as attending postsecondary education programs, obtaining competitive employment, and living independently. However, the level of disability continues to be a powerful predictor of the degree to which desired outcomes materialize in early adulthood. For most young adults with extensive support needs, valued outcomes are elusive. To support youth with disabilities, including youth with extensive support needs, to progress toward achieving their post-school goals, the Individuals with Disabilities Education Act of 1990 mandated the provision of transition services. Despite the legal mandate for transition services, numerous factors continue to impact the outcomes experienced by youth with extensive support needs. However, research has identified numerous practices to support improved post-school outcomes. In this chapter, we address the transition mandates of the IDEA, identify and describe factors influencing the post-school outcomes of youth with extensive support needs, and provide strategies, practices, and interventions for improving these outcomes.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

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

Content available
Book part
Publication date: 15 July 2015

Abstract

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Content available
Book part
Publication date: 1 April 2011

Abstract

Details

Assessment and Intervention
Type: Book
ISBN: 978-0-85724-829-9

Content available
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

Content available
Book part
Publication date: 30 July 2014

Abstract

Details

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

1 – 10 of 30