Gen Ed for ID Flashcards
- Students with severe disabilities can be taught to perform a related task (writing a letter) within a secondary composition class setting
- System of least prompts by teacher and peer supports
- Challenges: Adequate direction instruction, minimizing wait time, scheduling
- Ways to promote both skill acquisition and social interaction be investigated
Collins, Branson, Hall & Wheatley Rankin (2001)
Higher gains for students in inclusive settings in both adaptive and social competence than students in self-contained settings
Fisher & Meyer (2002)
- Policy to include students in alternate assessments linked to grade-level academic content has potential for benefit, but this depends on quality of their design and supporting professional development
- This academic focus is the next logical horizon for evolving curricular focus for this population
- Collaboration with general educators is essential to creating access to the general curriculum in planning state resources of this type and to the ongoing planning for students in the IEP team
- Instruction inclusive of all learners through UDL
- In a well-aligned educational program, students with significant disabilities have opportunities for learning academic content that is well matched to what their peers at that grade level are learning although the amount of material to be learned, method of responding, or overall depth of knowledge to be demonstrated may be adapted
- Proposed steps: 1. Identify academic domains for planning, 2. Identify priority state standards, 3. Plan with general educators, 4. Plan alternate achievement targets, consider students’ symbolic level, 5. Review content and performance centrality, 6. Enhance skills by applying long-standing values, 7. Identify pivotal skills for IEP and balance with other priorities
Browder, Spooner, Wakeman, Trela, & Baker (2006)
Peer support interventions involve one or more peers without disabilities providing social and academic support to their classmates with severe disabilities under the supervision of one or more adults
Carter & Kennedy (2006)
As legislative and policy initiatives raise expectations for what students with severe disabilities can learn and accomplish, the need for effective support and strategies that enable schools to be truly responsive calls for increasing students’ access to the learning opportunities available within the general curriculum is pressing
Spooner, Dymond, Smith, & Kennedy (2006)
- Increased peer interaction and similar or greater levels of academic engagement
- Negligible peer interaction occurs when participants receive support from one-to-one paraprofessionals
Carter, Sisco, Melekoglu, & Kurkowski (2007)
General education classroom is preferred context for accessing general curriculum (academics, social, learning)
Dymond, Renzaglia, Gilson, & Slagor (2007)
When educators view students through the lens of disability label, they may be more apt to misjudge their capabilities and bar them from opportunities to learn what other students their age are learning
Jorgensen, McSheehan, & Sonnenmeier (2007)
- Research supporting trend of fewer students with extensive support needs are experiencing integrated participation in the general education setting
- Acceptance of self-contained setting as a viable placement for students with “severe disabilities”
Smith (2007)
- Concern: Have students with severe disabilities even had access to the educational opportunities afforded to all other students?
- Regression in placement for many students with extensive support needs
- Competence perspective when considering what constitutes an appropriate educational program for students with extensive support needs
- Context and curriculum choices matter, and that achieving desirable educational outcomes in children is more probable when using general education settings and curriculum
Jackson, Ryndak, & Wehmeyer (2008)
- Identifying practices for general education settings may be especially critical to promote inclusive practices concurrent with high stakes accountability and because of their lack of inclusion in the past
- Embedded CTD was found to be an EBP for teaching academic content to students with MSD in gen ed
- Promise was found for system of least prompts and task analytic instruction for teaching academic content in gen ed
- Future research needs to consider academic content that goes beyond simple recall of facts or identification of sight words (most research teams targeted simple tasks)
- CCSS requires more complex engagement with the content
Hudson, Browder, & Wood (2013)
- Can we really say that students with the most significant cognitive disabilities participating in a state alt assessment have meaningful access to the general education curriculum given their level of separateness in their educational placements?
- Curriculum is both what is taught and how it is taught – Students with significant disabilities are not getting full access if they are taught totally apart from their peers without disabilities
- Frustrating that increased opportunities for skill acquisition and independence associated with inclusive settings are not available to the vast majority of students who participate in alternate assessments
- AAC device use
Kleinert et al. (2015)
SPP was effective in teaching STEM content skills to 3 students with moderate ID within general education classroom settings
Heinrich, Knight, Collins, & Spriggs (2016)
- IDEA mandates students with disabilities, including those with more severe disabilities such as ID, have access to the general education curriculum and be educated in the general education setting to the greatest extent possible
- More than 50% of students with ID (ages 6 through 21) are educated in the general education setting 40% or less of the time
U.S. Department of Education (2017)
