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Agran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael – Research and Practice for Persons with Severe Disabilities, 2020
Placement decisions for students with severe disabilities have often been based less on the students' unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with…
Descriptors: Student Placement, Severe Disabilities, Students with Disabilities, Inclusion
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Kleinert, Harold L. – Research and Practice for Persons with Severe Disabilities, 2020
In this brief response to Agran et al., I provide data on the extent to which students with the most significant cognitive disabilities (i.e., those students participating in alternate assessments on alternate achievement standards) are separated educationally from their peers without disabilities. I further discuss additional factors that may be…
Descriptors: Students with Disabilities, Severe Disabilities, Inclusion, Social Bias
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Kauffman, James M.; Travers, Jason C.; Badar, Jeanmarie – Research and Practice for Persons with Severe Disabilities, 2020
We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are…
Descriptors: Students with Disabilities, Severe Disabilities, Student Placement, Inclusion
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Giangreco, Michael F. – Research and Practice for Persons with Severe Disabilities, 2020
This article briefly responds to the following question: Why aren't more students with severe disabilities being placed in general education classrooms? I offer five reasons why more students with severe disabilities are not included, because: (a) ableism persists, (b) schools continue to misapply the least restrictive environment provisions of…
Descriptors: Inclusion, Severe Disabilities, Students with Disabilities, Grade 5
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Lehr, Donna H. – Research and Practice for Persons with Severe Disabilities, 2020
Data reveal that insufficient progress has been made in increasing the number of students with severe disabilities who are educated in general education classes. Agran et al. asked why this is happening and discussed determinants that may be affecting placement decisions that serve to segregate students from their peers. This article is a review…
Descriptors: Student Placement, Students with Disabilities, Severe Disabilities, Barriers
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Turnbull, Ann; Turnbull, Rud – Research and Practice for Persons with Severe Disabilities, 2020
The purpose of this article is to respond to the perspectives of Agran and colleagues concerning barriers to general education placement for students with significant support needs from an "on the ground" lens of participation in mediations and due process hearings, as well as conversations with parental inclusion advocates throughout…
Descriptors: Inclusion, Students with Disabilities, Severe Disabilities, Barriers
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Gee, Kathleen – Research and Practice for Persons with Severe Disabilities, 2020
Agran and colleagues have not only summarized the research on inclusive education, but they have also summed up the frustrations of many of us who have been working with families, teachers, and administrators to facilitate the inclusion of children and young adults with severe disabilities over many years. My response takes some of their most…
Descriptors: Students with Disabilities, Severe Disabilities, Inclusion, Attitudes toward Disabilities
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Swenson, Sue – Research and Practice for Persons with Severe Disabilities, 2020
The role of parents in placement decisions is not mentioned in the foundational paper written by Agran et al. This essay explores the various ways parents are absent in the bureaucracy and in the everyday life of schools and communities. Some of the principles of the Individuals with Disabilities Education Act are thought to be at the heart of the…
Descriptors: Inclusion, Student Placement, Students with Disabilities, Severe Disabilities
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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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Waters, Chelsea L.; Friesen, Amber – Research and Practice for Persons with Severe Disabilities, 2019
Families raising young children diagnosed with multiple disabilities encounter experiences that are often unique and extend well beyond the early childhood years due to the intensity and severity of their child's needs. The contexts of these families must be understood to provide meaningful services and supports, particularly during the child's…
Descriptors: Young Children, Child Rearing, Multiple Disabilities, Parent Attitudes
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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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Losinski, Mickey; Sanders, Sara A.; Wiseman, Nicole M. – Research and Practice for Persons with Severe Disabilities, 2016
The current meta-analysis examined the use of deep touch pressure (DTP; e.g., weighted vests) with students with disabilities. DTP is a form of sensory integration therapy that is currently used extensively in schools with students with autism and other disabilities. Each study in the analysis was evaluated using the Council for Exceptional…
Descriptors: Meta Analysis, Effect Size, Intervention, Sensory Integration
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Petersen, Amy – Research and Practice for Persons with Severe Disabilities, 2016
This qualitative research study sought to understand the perspectives of teachers of students with significant cognitive disabilities regarding general education curriculum access. The participants in this study raised many questions about what general education curriculum access is and how it might be realized. This study illuminated the need for…
Descriptors: Qualitative Research, Special Education Teachers, Teacher Attitudes, General Education
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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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Kearns, Jacqueline F.; Kleinert, Harold L.; Thurlow, Martha L.; Gong, Brian; Quenemoen, Rachel – Research and Practice for Persons with Severe Disabilities, 2015
Elementary and Secondary Education Act (ESEA) flexibility requires states to develop and implement teacher effectiveness measures that consider student assessment results, including assessment results for students with disabilities participating in general and alternate assessments. We describe how alternate assessment results for students with…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Teacher Effectiveness
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