Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?

Ryndak, Diane Lea; Jackson, Lewis; Billingsley, Felix F.

doi:10.1207/s15327035ex0802_2

Cited by 54 publications

(32 citation statements)

References 28 publications

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“…Educators are encouraged to integrate students with disabilities in both academic and non-academic settings to maximize interactive experiences with all their peers (Ryndak et al 2000). As a result, greater acceptability and involvement of individuals with disabilities across various activities, including participation in physical activity (Murphy and Carbone 2008; U.S. Department of Education 2011), will not only increase the overall health of individuals with disabilities, but will also allowing interactions to occur between adolescents with disabilities and their typically developing peers outside of academic settings.…”

Section: Greater Acceptability and Opportunitiesmentioning

confidence: 99%

Adolescents with Disabilities

Maxey

Beckert

2016

Adolescent Res Rev

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Adolescents with disabilities face many challenges common to their typically developing peers. However, the ways that they resolve them may differ. The focus of this narrative overview was to summarize results from the disabilities in adolescence literature, highlight common research directions, evaluate the overall big picture of this literature, and draw conclusions based on general interpretations. Evidence suggests that the literature in this field of study is lacking. Suggestions for improvement include increasing the number of studies that focus specifically on adolescence across the various types of disabilities, establishing a theoretical base to anchor research, forming cohesion across disabilities among researchers, and taking a comprehensive approach to intervention studies. By addressing these issues in future research, scholarly knowledge will be increased, but more importantly, the lives of young people with disabilities can be greatly enhanced.

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Section: Greater Acceptability and Opportunitiesmentioning

confidence: 99%

Adolescents with Disabilities

Maxey

Beckert

2016

Adolescent Res Rev

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“…In fact, the little research that does exist on long-term outcomes suggests the opposite (see Ryndak, Morrison, & Sommerstein, 1999;Ryndak, Ward, Alper, Montgomery, & Storch, in press;Ryndak, Ward, Alper, Storch, & Montgomery, in press). When considering student engagement, there is research that indicates students with extensive support needs are more engaged when in general education contexts than in self-contained settings.…”

Section: The Mandate For Access To and Progress On The General Curricmentioning

confidence: 99%

Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs

Ryndak

Moore

Orlando

et al. 2008

Research and Practice for Persons with Severe Disabilities

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The reauthorization of the Individuals with Disabilities Education Improvement Act and the No Child Left Behind Act requires that students with extensive support needs have access to, participate in, and make progress on the general curriculum along with their grade-level general education peers. This article suggests that the terms used in this legislation have been interpreted differently across educational personnel, parents, advocates, and researchers, and that these differing interpretations have resulted in confusion and controversy related to services for this set of students. The purpose of this article was to initiate a discussion about the role of context when conceptualizing access to the general curriculum for students with extensive support needs related to communication, physical, and intellectual disabilities. It begins by discussing the federal mandate and regulations related to access to the general curriculum. It then presents differing interpretations of the concept of access to the general curriculum for students with extensive support needs, components that comprise access, and the impact of those interpretations on services. Next, it suggests an approach to conceptualizing educational services to guide policy makers, educators, and researchers as they develop, implement, and study effective practices that facilitate access to the general curriculum for students with extensive support needs. The article concludes with the suggestion that researchers, administrators, policy makers, and stakeholders must develop and hold a common understanding of the construct access to the general curriculum that is based on findings of the extant research; and that for all students, including students with extensive support needs, general education contexts are critical to accessing the general curriculum.

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“…However, this process was fraught with difficulties as it is widely accepted that IE is not simply a state that can be adopted, but rather a complex process that requires reform at all levels of an education system (Forlin & Forlin, 2000;Ryndak, Jackson, & Billingsley, 2000) and perhaps beyond. While research may not have been able to determine the exact practices that result in successful IE, it has consistently identified a variety of factors that have a bearing on the success (or not) of IE (Anderson et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Hoskin

Boyle

Anderson

2015

Teachers and Teaching

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Teachers' attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.

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Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?

Cited by 54 publications

References 28 publications

Adolescents with Disabilities

Adolescents with Disabilities

Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

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