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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
Finnerty, Megan S.; Jackson, Lewis B.; Ostergren, Renee – Research and Practice for Persons with Severe Disabilities, 2019
This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes…
Descriptors: Severe Disabilities, Academic Accommodations (Disabilities), Elementary School Students, Mainstreaming
Kurth, Jennifer A.; Lyon, Kristin J.; Shogren, Karrie A. – Research and Practice for Persons with Severe Disabilities, 2015
The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of…
Descriptors: Severe Disabilities, Inclusion, Mainstreaming, Regular and Special Education Relationship
Halle, James W.; Dymond, Stacy K. – Research and Practice for Persons with Severe Disabilities (RPSD), 2009
The history of the educational movement for students with severe disabilities began with an emphasis on FAPE, opening the doors to education for all students; progressed to a greater focus on LRE, encompassing the assumption that the default setting ought to be the same one that typically developing peers occupy; and recently arrived at access to…
Descriptors: Inclusive Schools, Disabilities, General Education, Severe Disabilities
Carter, Erik W.; Sisco, Lynn G.; Melekoglu, Macid A.; Kurkowski, Colleen – Research and Practice for Persons with Severe Disabilities (RPSD), 2007
Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with disabilities to access the numerous social and learning opportunities within general education. We examined peer support interventions as an…
Descriptors: Disabilities, Special Education Teachers, Inclusive Schools, Mainstreaming
Carter, Erik W.; Hughes, Carolyn – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Increasing the participation of youth with severe disabilities in general education has remained a consistent and prominent focus of legislative, policy, and research initiatives. We examined the perceptions of high school staff regarding the goals, barriers, benefits, outcomes, and supports associated with including adolescents with severe…
Descriptors: General Education, Disabilities, Special Education Teachers, Attitudes toward Disabilities
Carter, Erik W.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly…
Descriptors: Intervention, Severe Disabilities, Mainstreaming, Inclusive Schools
Peck, Charles A.; Staub, Debbie; Gallucci, Chrysan; Schwartz, Ilene – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
We studied parents' perceptions of the effects of their nondisabled child's participation in a classroom in which a child with severe disabilities was enrolled full time. Survey responses from 389 parents indicated that they generally perceived their nondisabled child to have benefited from this experience. A minority of parents held negative…
Descriptors: Socialization, Student Attitudes, Parent Attitudes, Inclusive Schools