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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
Ballard, Sarah L.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities, 2023
The purpose of this qualitative investigation was to understand the beliefs of parents and school personnel about involving secondary-age students with extensive support needs in their specialized health care procedures at school. Participants included parents, special education teachers, school nurses, one-to-one nurses, and paraprofessionals…
Descriptors: Student Characteristics, Safety, Cooperation, Well Being
Spann, Emilee; Biggs, Elizabeth Erin; Ross, Madison – Research and Practice for Persons with Severe Disabilities, 2023
The COVID-19 pandemic profoundly impacted daily life, including the educational experiences of school-age children with and without disabilities and their families who supported them. This descriptive qualitative study examined the experiences of families with children with extensive support needs and complex communication needs during the…
Descriptors: Disabilities, Children, Services, Empowerment
Avellone, Lauren; Taylor, Joshua; Wehman, Paul; Inge, Katherine; Brooke, Valerie – Research and Practice for Persons with Severe Disabilities, 2023
Despite considerable legislative and advocacy-based efforts to end subminimum wage practices, many Americans with disabilities are still paid below the federal minimum. Section 14(c) of the Fair Labor Standards Act allows employers holding certificates to pay less than minimum wage to individuals with disabilities whose work capacity or…
Descriptors: Wages, Minimum Wage, Disabilities, State Policy
Riesen, Tim; Juhasz, Audrey C.; Remund, Corban – Research and Practice for Persons with Severe Disabilities, 2023
Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017-2020 to determine the outcomes at…
Descriptors: Supported Employment, Disabilities, Vocational Rehabilitation, Occupations
Rossetti, Zach; Lehr, Donna; Shaheen, Tashnuva; Baulier, Katie; Burnette, Kristin; Taub, Deborah – Research and Practice for Persons with Severe Disabilities, 2023
In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shifts in schooling, its effects have not been uniform. How would the specialized instructional supports known to be effective in meeting the needs of…
Descriptors: COVID-19, Pandemics, Nontraditional Education, Distance Education
Alsaeed, Abdulaziz; Mansouri, Mary Curran; Shogren, Karrie A.; Raley, Sheida K.; Kurth, Jennifer A.; Leatherman, Elizabeth M.; Lockman Turner, Elissa – Research and Practice for Persons with Severe Disabilities, 2023
Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to…
Descriptors: Self Determination, Students with Disabilities, Intervention, Research Needs
Skarsaune, Synne Nese; Hanisch, Halvor Melbye – Research and Practice for Persons with Severe Disabilities, 2023
Persons with profound intellectual and multiple disabilities (PMID) are in danger of not being granted the human right to experience self-determination. Attitudes questioning the relevance of the rights of persons with significant support needs and a lack of guidance on how to practically go about ensuring self-determination might explain this.…
Descriptors: Self Determination, Severe Intellectual Disability, Multiple Disabilities, Civil Rights
Ben David, Nophar; Lotan, Meir; Moran, Daniel Sender – Research and Practice for Persons with Severe Disabilities, 2023
Intellectual disability (ID) is assumed to be a dynamic phenomenon influenced by personal and environmental factors. During the 18 months of the coronavirus disease (COVID-19) pandemic, most day centers remained open for adults with ID who lived with their families (most of them with severe/profound [S/P] ID) but were closed to those who lived in…
Descriptors: Foreign Countries, Intellectual Disability, Adults, COVID-19
Lahaije, Siméon T. A.; Luijkx, Jorien; Waninge, Aly; van der Putten, Annette A. J. – Research and Practice for Persons with Severe Disabilities, 2023
In disability research, there is an increased focus on the well-being of families with a child with a disability, also known as family quality of life (FQOL). However, the well-being of families with a child with profound intellectual and multiple disabilities (PIMD) has not yet been explored, even though their well-being may be affected by the…
Descriptors: Well Being, Family Involvement, Students with Disabilities, Intellectual Disability
Gilley, Deidre; Root, Jenny; Saunders, Alicia; Cox, Sarah; Bryan, Cara – Research and Practice for Persons with Severe Disabilities, 2023
There is a growing body of evidence on the effectiveness of modified schema-based instruction (MSBI) for teaching word problem-solving alongside other important skills, such as self-determination and mathematical discourse and reasoning. Yet the majority of studies have not been conducted in naturalistic instructional arrangements. We report…
Descriptors: Schemata (Cognition), Word Problems (Mathematics), Problem Solving, Mathematics Instruction
Brenner, Hannah R.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities, 2023
Work-based learning experiences (WBLEs) are an important part of vocational programming for students with extensive support needs (ESN); however, the development and implementation of these experiences can present challenges for special education teachers. The purpose of this qualitative study was to explore the challenges that special education…
Descriptors: Teacher Attitudes, Students with Disabilities, Vocational Education, Special Education Teachers