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Kathy Gee; Diane L. Ryndak; Mary Fisher; Virginia L. Walker – Research and Practice for Persons with Severe Disabilities, 2024
Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this…
Descriptors: General Education, Students with Disabilities, Access to Education, Special Needs Students
Sudha Krishnan – Research and Practice for Persons with Severe Disabilities, 2024
This study examines the understandings and beliefs about disability of teacher candidates in a credential program to teach students with extensive support needs and shows how reading first-person narratives by disabled authors in a course influenced these understandings and beliefs. The study used deductive thematic coding to analyze reflective…
Descriptors: Disabilities, Attitudes toward Disabilities, Authors, Personal Narratives
Angela Tuttle Prince – Research and Practice for Persons with Severe Disabilities, 2024
A transition-aged youth with an individualized education program has the right to free, appropriate public education that includes postsecondary transition planning and services. The documented transition supports need to meet both procedural and substantive requirements. While many court cases have included transition components, few have been…
Descriptors: Childrens Rights, Individualized Education Programs, Individualized Transition Plans, Postsecondary Education
Samantha Gross Toews; Jennifer A. Kurth; Kathleen N. Zimmerman; Mary K. Mansouri; Elissa Lockman Turner; Nicole Crump – Research and Practice for Persons with Severe Disabilities, 2024
This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across…
Descriptors: Elementary School Students, Autism Spectrum Disorders, General Education, Educational Legislation
Carly A. Roberts; Melinda R. Snodgrass; Hailey R. Love; Natalie M. Badgett; Carly B. Gilson; Xueyan Yang; Jeremy Peterson – Research and Practice for Persons with Severe Disabilities, 2024
Mixed methods research (MMR) can support enhanced understanding of complex educational issues, like the inclusion and support of individuals with disabilities in community and school settings. In this systematic review, we explored the extent to which MMR has been used in research exclusively focused on disability across special education (SPED),…
Descriptors: Special Needs Students, Students with Disabilities, Mixed Methods Research, Literature Reviews
Elizabeth E. Biggs; Lisa S. Zhang; Charis Ling – Research and Practice for Persons with Severe Disabilities, 2024
Parental stress increased during the COVID-19 pandemic. Families with children with an intellectual or developmental disability (IDD) and extensive support needs--such as complex communication needs--experienced additional challenges, including service loss and difficulties accessing virtual learning. The purpose of this study was to understand…
Descriptors: Elementary School Students, Students with Disabilities, Special Needs Students, COVID-19
Carly A. Roberts; Alison Wilhelm; Elizabeth Hartwell Saliba; Erin Stewart – Research and Practice for Persons with Severe Disabilities, 2024
Despite advances in inclusion and access to the general curriculum for students with disabilities at large, students with extensive support needs (ESN) continue to receive instruction that is disconnected from the general curriculum and general education peers. One area of the general curriculum that students with ESN have historically lacked…
Descriptors: Reading Comprehension, Science Education, Intervention, Special Needs Students
Jill Grattan; MaryAnn Demchak – Research and Practice for Persons with Severe Disabilities, 2024
To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most…
Descriptors: Deaf Blind, Students with Disabilities, Self Help Programs, Daily Living Skills
Ashley K. Holt; Erik Drasgow; Katie Wolfe – Research and Practice for Persons with Severe Disabilities, 2024
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…
Descriptors: Students with Disabilities, Child Behavior, Teaching Methods, Special Education Teachers
Kirsten R. Lansey; Stephanie Z. C. MacFarland; Shirin D. Antia – Research and Practice for Persons with Severe Disabilities, 2024
Inclusive postsecondary education (PSE) programs at institutions of higher education are emerging as opportunities for individuals with intellectual and developmental disabilities (IDD), including those with extensive support needs (ESN), to progress toward their desired outcomes. This qualitative study aimed to understand the experiences and…
Descriptors: Postsecondary Education, Inclusion, Students with Disabilities, Intellectual Disability
Jessica A. Bowman; John McDonnell; Karen Karp; Olivia F. Coleman; Carrie Clifton; Lyndsey Aiono Conradi; Joanna Ryan; Michael Farrell – Research and Practice for Persons with Severe Disabilities, 2024
In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified…
Descriptors: Mixed Methods Research, Schemata (Cognition), Teaching Methods, General Education
N. I. Dorsman; J. Luijkx; C. P. van der Schans; A. A. J. van der Putten; A. Waninge – Research and Practice for Persons with Severe Disabilities, 2024
Siblings are important in the lives of individuals with an intellectual disability and pervasive support needs; however, adults' experiences of the things they do with or for their siblings with pervasive support needs remain underexplored. This study examined positive and challenging aspects of their roles related to their siblings. An online…
Descriptors: Adults, Siblings, Sibling Relationship, Intellectual Disability
Adriana Frates; Fred Spooner; Belva Collins; Patricia Peterson – Research and Practice for Persons with Severe Disabilities, 2024
In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three…
Descriptors: Special Needs Students, Students with Disabilities, Intellectual Disability, Elementary School Students
Sudha Krishnan – Research and Practice for Persons with Severe Disabilities, 2024
This qualitative study examined educational professionals' experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used…
Descriptors: Students with Disabilities, Student Placement, Regular and Special Education Relationship, Teacher Attitudes
Alison L. Zagona; Jennifer A. Kurth; Virginia L. Walker; Andrea Ruppar; Sheldon Loman; Sarah Bubash – Research and Practice for Persons with Severe Disabilities, 2024
Students with extensive support needs are at risk of demonstrating challenging behavior due to inadequate support of their individual needs or class-wide factors such as low quality of instruction. Students with extensive support needs are also among the students who are most likely to experience aversive interventions and be placed in segregated…
Descriptors: Student Behavior, Intervention, Behavior Problems, Behavior Modification