Research Interests:
Benefits of inclusive education for students with extensive and pervasive support needs (ESN) have been documented over the past several decades. However, simply placing students with ESN in general education settings does not constitute... more
Benefits of inclusive education for students with extensive and pervasive support needs (ESN) have been documented over the past several decades. However, simply placing students with ESN in general education settings does not constitute inclusion, nor does this necessarily result in positive outcomes for students. This study utilizes ecobehavioral analysis to provide an understanding of the characteristics of general education academic classes that include students with ESN and explores differences in characteristics between different schooling levels and students with and without complex communication needs. Findings indicate inclusive placements for students with ESN provide an engaging academic environment with adaptations to access content and low levels of distractions. Implications for practice, future research, and policy are discussed.
Research Interests:
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... more
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 elicit research on literacy instruction strategies, including collaborative planning, teaching, and material preparation related to grade-level general education curriculum in general education school settings. Findings from current research on literacy instruction in separate special education and general education settings are presented. Suggestions for future research and action are discussed.
Research Interests:
Research Interests:
Supplementary aids and services have been a provision in special education law since PL 94-142, however, almost no guidance has been provided to help teams make decisions about their appropriate selection and use. In this exploratory... more
Supplementary aids and services have been a provision in special education law since PL 94-142, however, almost no guidance has been provided to help teams make decisions about their appropriate selection and use. In this exploratory study, we explore the types of supplementary aids and services selected for students with significant support needs using a conventional content analysis of Individual Education Program (IEPs) from 88 students in grades K-12. Results illustrate the wide variation in types of supplementary aids and services chosen for students overall. Curricular accommodations and personnel supports were the most commonly identified supports, while supports to assist students to communicate and make meaning of curriculum (e.g., curricular modifications) were less common, as were less intrusive supports such as peer assisted learning. Implications for policy, practice, and research are provided.