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Stanton-Chapman, Tina L.; Schmidt, Eric L. – Research and Practice for Persons with Severe Disabilities, 2016
The perceptions and beliefs of 303 special education professionals toward currently available playgrounds in their school or community were examined. Survey respondents (a) indicated that their students with a disability could not fully participate in their school or community's playground offerings, (b) discussed the need for a peer buddy program…
Descriptors: Playgrounds, Accessibility (for Disabled), Special Education Teachers, Teacher Attitudes
Kozleski, Elizabeth B.; Yu, Ting; Satter, Allyson L.; Francis, Grace L.; Haines, Shana J. – Research and Practice for Persons with Severe Disabilities, 2015
A team from Schoolwide Integrated Framework for Transformation (SWIFT), a federally funded technical assistance project focused on creating cascading, aligned systems for inclusive education, conducted a series of focus groups and interviews with school administrators, general and special educators, and related service providers in six schools…
Descriptors: Inclusion, Disabilities, Focus Groups, Interviews
Hanline, Mary Frances; Hatoum, Rima J.; Riggie, Jennifer – Research and Practice for Persons with Severe Disabilities, 2012
This study had two purposes. The first was to explore how practicing teachers of learners with severe disabilities applied in their teaching the information provided in distance learning courses. A second purpose was to explore the relationship between the application of course content and the areas of course content in which teachers perceived…
Descriptors: Disabilities, Teaching Methods, Distance Education, Staff Development
Ashby, Christine – Research and Practice for Persons with Severe Disabilities, 2012
This article explores the benefits and challenges of operating an inclusive elementary and special education teacher preparation program within a disability studies framework. How does such a program balance issues of theory and practice? How does it provide students with a critical approach that essentially views disability as a social and…
Descriptors: Special Education Teachers, Special Education, Teaching Methods, Inclusion
Goldstein, Jessica; Behuniak, Peter – Research and Practice for Persons with Severe Disabilities, 2012
Connecticut's Skills Checklist was developed in response to federal policy that requires all students with significant cognitive disabilities participate in state assessments and be included in measures of adequate yearly progress. Test developers had high expectations for this assessment. In addition to its function as an accountability measure,…
Descriptors: Disabilities, Educational Indicators, Accountability, Federal Programs
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
Sailor, Wayne; Zuna, Nina; Choi, Jeong-Hoon; Thomas, Jamie; McCart, Amy; Roger, Blair – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Schoolwide positive behavior support (SWPBS) exemplifies a longitudinal research program originating in the fields of special education and school psychology that has produced an extensive national database encompassing an evidence-based set of practices applicable to general education as well as special education students including those with…
Descriptors: Intervention, Educational Change, Urban Schools, Special Education Teachers
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
Mueller, Tracy Gershwin; Singer, George H. S.; Carranza, Francisco D. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
This article examines findings from a national survey of a sample of special educators who serve students with moderate to severe disabilities who are English language learners (ELLs). The survey requested information related to respondent assessment and instructional practices, second language resource availability, satisfaction, and language…
Descriptors: Second Language Learning, Teaching Methods, Language of Instruction, Special Education Teachers
Dymond, Stacy K.; Renzaglia, Adelle; Rosenstein, Amy; Chun, Eul Jung; Banks, Ronald A.; Niswander, Vicki; Gilson, Christie L. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Case study methodology was used in combination with a participatory action research (PAR) approach to examine the process of redesigning one high school science course to incorporate the principles of Universal Design for Learning (UDL) and to promote access to the general curriculum. The participants included one general education teacher and two…
Descriptors: Teaching Methods, Access to Education, Student Participation, Learning Theories
Clark, Nitasha M.; Cushing, Lisa S.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using…
Descriptors: Educational Practices, Technical Assistance, Special Education Teachers, Informal Assessment