Jennifer Kurth
University of Kansas, Special Education, Faculty Member
- Affiliations: TASH, CEC-DR, CEC-DADD, CEC-TED, AAIDD, IASEedit
Families should be an active part of educational decision making for their children, and they can be particularly influential in advocating for inclusion for students with intellectual and developmental disabilities. Yet, significant... more
Families should be an active part of educational decision making for their children, and they can be particularly influential in advocating for inclusion for students with intellectual and developmental disabilities. Yet, significant research has shown that parents do not feel schools effectively collaborate with them. We interviewed 19 parents of children with disabilities to investigate the ways they were included and excluded from educational decision making and how they decided on their children's placement and services. Five themes emerged: parents' exclusion from decision making, parents' independent efforts to shape their children's educational services, parents' decisions as a result of school and district factors, parents' role changes to direct their children's education, and discrepancies between beliefs and experiences of inclusion. Parents' responses indicate that specific school structures and institutionalized procedures may regularly e...
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The TASH Inclusive Education National Committee responded to Horner and Dunlap’s call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda.... more
The TASH Inclusive Education National Committee responded to Horner and Dunlap’s call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) What is the state of inclusive education research? (b) What research still must be done? and (c) What are recommendations for a national inclusive education research advocacy agenda? The findings include 15 areas organized within three domains advocating for continued research across systems-level capacity building, building and classroom capacity, and student learning and development. Implications for research and policy reform are discussed.
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In this qualitative study, we analyzed the language used by professionals within iep documents for students with disabilities. Viewing the iep as a narrative, and using positioning theory as guiding framework, statements of present levels... more
In this qualitative study, we analyzed the language used by professionals within iep documents for students with disabilities. Viewing the iep as a narrative, and using positioning theory as guiding framework, statements of present levels of academic and functional performance in iep s for 88 students in grades K-12 in the United States were analyzed. Findings revealed that students were negatively positioned through the skills that were reported, the data that were reported, and problems located in the student rather in the environment. Implications for policy, practice, and research are provided.
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Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population,... more
Special education teachers for students with extensive support needs often and unwittingly make misinformed decisions. These decisions are situated within systems, which fail to support expertise development in teaching this population, resulting in decisions influenced by media, commercially available curricula, and outdated assumptions about possible student outcomes. We propose a framework for making and evaluating decisions about teaching students with extensive support needs to support teacher education in this area. Based on 45 years of research and theory, we propose that teacher educators should prepare teachers to (a) know what to teach; (b) know how to teach; and (c) identify who teaches students with extensive support needs. We further suggest that teacher education and teacher decision-making for students with extensive support needs should be evaluated based on the following basic questions: (a) Is it inclusive? (b) Is it dignifying? (c) Is it student centered? and (d) ...
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This work has been made available by the University of Kansas Libraries ’ Office of Scholarly Communication and Copyright. Please share your stories about how Open Access to this article benefits you. This is the author’s accepted... more
This work has been made available by the University of Kansas Libraries ’ Office of Scholarly Communication and Copyright. Please share your stories about how Open Access to this article benefits you. This is the author’s accepted manuscript, post peer-review. The original published version can be found at the link below. Kurth, J.A. & Keegan, L. (2012). Development and use of curricular adaptations for students receiving special education services. Journal
Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe... more
Individualized education program (IEP) goals are meant to be personalized to address the unique needs of students with disabilities, while also reflecting the student's grade-aligned general education curriculum. IEP goals describe what, how, and where students with disabilities are taught, and reflect the curriculum used to provide instruction. In this study, we analyzed how IEP goals align with the different curricular philosophies for students with severe disabilities. Using a sample of 88 IEPs for students with complex support needs (i.e., severe disabilities) in Grades K-12, we found most goals (57%) reflect curricular philosophies of the 1970s–1990s (i.e., developmental, functional, and social inclusion) eras, with only 26% of IEP goals representative of modern curricular philosophies (i.e., grade-aligned academic content). We also found secondary-aged students were less likely to have grade-aligned academic goals compared to elementary-aged students. We offer implications...
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The purpose of this qualitative study was to examine parents’ perspectives and experiences of special education, including the degree to which decisions about their child’s education were implemented as they had agreed upon with the... more
The purpose of this qualitative study was to examine parents’ perspectives and experiences of special education, including the degree to which decisions about their child’s education were implemented as they had agreed upon with the school personnel. Additionally, a secondary purpose of this study was to understand how parents explain why school personnel do or do not implement elements of their child’s Individualized Education Program (IEP). In this study, parents of children with intellectual and developmental disabilities described their experiences attempting to reach agreement with school personnel on decisions involving their child’s educational placement and special education services. Parents expressed a desire to be involved in decisions, and they described a desire to obtain inclusive educational placements for their children. Parents described varied experiences with the implementation of special education services. They also described both successes and concerns related ...
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Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in... more
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS. Given the complex reasons for varied involvement in SWPBIS (e.g., student educational placement), the purpose of this study was to investigate expert perspectives on the extent to which students with significant disabilities should be included in SWPBIS. Overall, experts agreed students with significant disabilities should be included in all tiers of SWPBIS, receive instruction in schoolwide rules and expectations, and have the opportunity to participate in schoolwide reward systems. Experts shared differing perspectives on the ways behavior violations of students with significant disabilities should be documented.
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Educational placement of students with autism is often associated with child factors, such as IQ and communication skills. However, variability in placement patterns across states suggests that other factors are at play. This study used... more
Educational placement of students with autism is often associated with child factors, such as IQ and communication skills. However, variability in placement patterns across states suggests that other factors are at play. This study used hierarchical cluster analysis techniques to identify demographic, economic, and educational covariates associated with placement patterns across states in highly inclusive, moderately inclusive, moderately restrictive, and highly restrictive clusters. Findings indicate that highly inclusive states are more rural, have more adults with high school diplomas and more White citizens compared to other clusters. States that are highly restrictive were largely less economically and racially privileged. These findings suggest an inequitable access to the least restrictive environment for students with autism. Implications of these findings are included. There is an increasing number of students with autism spectrum disorders (ASD) being identified (Baio, 201...
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Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support... more
Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically inc...
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Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study... more
Parent input in individualized education program (IEP) development is the clear expectation in U.S. education law. Every IEP team must include parents, and their input must be equally considered when developing IEPs. The present study used content analysis of 88 IEPs of students with intellectual and developmental disabilities to explore team membership, concerns parents raised during IEP meetings, and evidence that parent concerns and priorities are reflected in IEP goals and supplementary aids and services. Findings reveal that although parents express a range of concerns and priorities, these are translated into goals or services only two thirds of the time. We provide implications of these findings for research and practice.
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Across the globe, disabled girls of color have unique school experiences and perspectives. However, they are often left out of educational research. In addition, their experiences are not included ...
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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.
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Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be... more
Every child has the right to an education, including children with disabilities. Research findings from across the globe have shown the benefits of inclusive education, and mandates for providing accessible, inclusive education can be found in national policies and international agreements as well. This article explores the perspectives of 11 international experts on the state of inclusive education in countries spanning 5 continents. Experts participated in a focus group discussion at Inclusion International's 17th Annual World Congress 2018 in Birmingham, United Kingdom. Participants shared multifaceted factors impacting inclusive educational practices. Based on their experiences, participants also discussed strategies that were deemed effective or ineffective depending on varied contextual elements. Implications for policy, research, and practice are discussed.
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Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional... more
Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers’ perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a vari...
Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of... more
Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.
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Family-school partnerships between family members and school personnel can be successful as well as unproductive for parents who have children and youth with developmental disabilities (DD). This qualitative study sought to capture... more
Family-school partnerships between family members and school personnel can be successful as well as unproductive for parents who have children and youth with developmental disabilities (DD). This qualitative study sought to capture parents' identities as they negotiated family-school partnerships when making inclusive education decisions and discussing special education service-delivery options for their children and youth with DD. Seventeen participants shared their personal narratives in interviews and focus groups. Data were thematically analyzed after an initial round of open-coding generated broad themes. Findings revealed that the experiences parents have in partnering with schools span an identity spectrum, including (a) victim, (b) advocate, (c) perseverer, (d) educator, (e) broker and negotiator, and (f) surrenderer. Implications for policy, practice, and research focus on parent identity and family-school partnerships.
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There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and... more
There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are pres...
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With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs... more
With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive support needs (i.e., “severe” disabilities) in this tiered system must be considered. These students remain programmatically and physically separated from general education instruction and activities. Given that SWPBIS is implemented in general education settings and it is designed to support all students, the purpose of this study was to investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support needs in SWPBIS processes and procedures within one state. Findings suggest the coaches believe that students with extensive support needs are physically and programmatically separated from Tier 1 SWPBIS instruction and activities, with few general educators expressing participation in facilitating their involvement. Implications and reco...
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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.
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Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings,... more
Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students’ IEPs to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although ...
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Grounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access... more
Grounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusi...
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This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school... more
This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were collected and analyzed as well. Results revealed that students in these classrooms were often passively engaged and had few opportunities to learn from rigorous curriculum. Instructors engaged in few practices known to be effective in supporting the learning of students with SCD. Finally, the classrooms themselves were often distracting and demonstrated little evidence of specialized or effective instruction. Implications for teaching and research are included.
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Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education... more
Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed i...
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Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine... more
Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes.
Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among... more
Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000 and 2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared with groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided.
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The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component... more
The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.
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Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the... more
Although the number of schools implementing schoolwide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This article describes the evolution of positive behavior intervention and supports into the SWPBS approach used in many schools today, highlighting the impact on, and inclusion of, SWPBS on students with severe disabilities. In particular, implications for researchers are addressed, including the appropriateness, accessibility, and availability of SWPBS for students with severe disabilities, and the potential of SWPBS to facilitate inclusive schools.
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The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special... more
The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs (OSEP) and discuss the status of the most restrictive special education placement settings for students with disabilities. In this analysis, we found that (a) states do not set rigorous improvement goals to reduce restrictive placements, (b) the percentage of students with disabilities placed in restrictive placements have remained essentially unchanged over the past decade, and (c) students with low-incidence (severe) disabilities are disproportionally placed in restrictive placements. These results suggest that segregated educational experiences continue for thousands of students with disabilities in spite of evidence that shows that opportunities to learn and develop are enhanced in more inclusive educational settings.
Research Interests: Psychology, Special Education, Disability Studies, Critical Disability Studies, Documentation, and 15 moreDisability Theory, Inclusive Education, Disability Studies in Education, Special Educational Needs, Intellectual Disability, Learning Disabilities, Disability, Classification, Special Education Needs and Inclusive Practice, Special Education Policy, Incidence, Significant intellectual disabilities, Clinical Sciences, Disability in LRE, and Least Restrictive Environment
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The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles... more
The rising incidence of autism and placement in general education necessitates a greater understanding of the impact of educational placement on academic achievement for adolescents with autism. In the present study, the academic profiles of adolescents with autism who have been educated in inclusive and self-contained settings are described using three measures: cognitive assessments, adaptive behavior, and academic achievement. Findings indicate significant between group differences (inclusion versus self-contained) in academic achievement measures. However, there were no significant differences in intelligence or adaptive behavior assessment scores for those adolescents education. Students who were included in general education obtained significantly higher scores on tests of achievement, including subtests measuring abstract and inferential skills; however, all students demonstrated emerging academic skills on standardized measures. The importance of academic inclusion for adole...
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Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork... more
Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
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Sections 616 and 642 of the 2004 Individuals with Disabilities Education Act (IDEA) required states to develop a State Performance Plan (SPP) to (a) evaluate their efforts in implementing the requirements of IDEA and (b) describe their... more
Sections 616 and 642 of the 2004 Individuals with Disabilities Education Act (IDEA) required states to develop a State Performance Plan (SPP) to (a) evaluate their efforts in implementing the requirements of IDEA and (b) describe their plan for implementation of IDEA through determination of “measurable and rigorous” goals. In this article, we examine the performance targets proposed by states within the Southwest region of the United States to examine the impact that SPP targets have had on actual changes in practice focused on Indicator 5. Indicator 5 focuses on increasing the provision of special education services in the least restrictive environment (LRE). Our analysis found that actual changes on LRE measures were unaffected by SPP targets.
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The purpose of this study is to describe the educational programs for adolescents with autism (age 12—16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular... more
The purpose of this study is to describe the educational programs for adolescents with autism (age 12—16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan (IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer overall IEP goals, but goals focused more on applied skill development, whereas students in noninclusion had goals addressing primarily rote and procedural skills. For students in both groups, all IEP goals were derived from kindergarten through fourth-grade standards. Likewise, for students in both groups, most IEP goals addressed core symptoms of autism (e.g., communication skills) as opposed to academic skill development, along with fewer overall goals and more curricular adaptations as students entered adolescence. Implications for practitioners are discussed.
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This study is a quasi-experimental descriptive design, with existing educator-made adaptations evaluated. The goals of this study were to (a) describe how educators develop adaptations and (b) evaluate the effectiveness of educator-made... more
This study is a quasi-experimental descriptive design, with existing educator-made adaptations evaluated. The goals of this study were to (a) describe how educators develop adaptations and (b) evaluate the effectiveness of educator-made adaptations in facilitating the learning of students with disabilities. Findings suggest that (a) most adaptations were made in core general education classes; (b) experienced educators created more simplified curricular adaptations, whereas novice educators created more functional alternative adaptations; (c) educators are generally satisfied with the adaptation they have created and believe it was effective in teaching the student; (d) educators spent on average 59.1 min creating the adaptation; (e) educators in rural areas and novice educators provided adaptations that were rated lower in quality and clarity than experienced and urban educators; and (f) general education teachers provided adaptations that were of lower quality and clarity than spe...
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The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study,... more
The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study, 15 adolescents with autism, and 30 peers of these students, participated. All students were observed over the school year in 50-min intervals each during math and language arts instruction to document student participation in learning situations as well as learning partners, curriculum usage, and instructional formats for students with and without autism in different education settings. Findings indicate between-group differences for those adolescents participating in inclusive and self-contained settings, notably the amount of time spent on breaks and engaged in curricular activities, although differences between students with autism and their peers were not significant. Implications and future directions are discussed.
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Supplementary aids and services (SAS) 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... more
Supplementary aids and services (SAS) 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 SAS selected for students with significant support needs using a conventional content analysis of individualized education program (IEPs) from 88 students in Grades K–12. Results illustrate the wide variation in types of SAS 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.
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This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple... more
This chapter provides “viewpoints” on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these viewpoints are historical and future-oriented; we begin with historic perspectives on the education of students with extensive and pervasive support needs, and then provide 21st century viewpoints for these learners. We interpret the notion of viewpoints in two ways: first, consistent with a viewpoint as indicating an examination of objects (in this case, practices and interventions) from a distance so as to be able to compare and judge; and, second, viewpoint as indicating our perspective on said interventions and practice.
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Poster presented at the Council for Exceptional Children meeting. San Diego, CA April 2015
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Presented at the American Educational Research Association meeting. Chicago, IL April 2015.
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Presented at American Association on Intellectual and Developmental Disabilities (AAIDD) meeting; Louisville, KY June 2015
CEC 2016
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CEC 2016
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Presentation on the research conducted to identify what are inclusive placement trends among students with ASD, ID, MD, OI, how these trends compare to other groups, and which states and regions are showing the most progress.