Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Walker, Virginia L.; Loman, Sheldon L.; Hara, Motoaki; Park, Kristy Lee; Strickland–Cohen, M. Kathleen

doi:10.1177/1540796918779370

Cited by 18 publications

(25 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One solution for policy makers would include using a multi-tiered systems of support (MTSS) approach to support students (Sailor, 2008) and abandoning the existing continuum altogether. However, it remains unclear how students with ESN are participating in MTSS models (Walker, Loman, Hara, Park, & Strickland-Cohen, 2018).…”

Section: Discussionmentioning

confidence: 99%

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Kurth

Ruppar

Toews

et al. 2019

Research and Practice for Persons with Severe Disabilities

View full text Add to dashboard Cite

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' individualized education programs (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 a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

show abstract

Section: Discussionmentioning

confidence: 99%

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Kurth

Ruppar

Toews

et al. 2019

Research and Practice for Persons with Severe Disabilities

View full text Add to dashboard Cite

show abstract

“…Although the Saudi SET-preparation programs cover most of the competencies related to inclusive education (Alquraini & Rao, 2017), little information is available about what professional training in-service SETs need regarding inclusive education for students with SD. Hence, it is important to analyze the current practices of SETs in Saudi Arabia to determine gaps and flaws in teacher education (e.g., Alquraini & Rao, 2017;Florian et al, 2010;Ruppar et al, 2016;Walker et al, 2018). This study differs by not focusing solely on needs of students with SD.…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

Aldabas

2020

SAGE Open

View full text Add to dashboard Cite

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

show abstract

“…Likewise, emerging evidence suggests paraeducators can successfully implement behavioral interventions (Walker, Carpenter, et al, 2021), though examining how paraeducators support behavior among students with ESN in inclusive settings will be critical. It also is important to note the value of continued research on placement decisions for students with ESN, as the presence of challenging behavior can influence these decisions (Walker et al, 2018); this may explain why few studies in this review focused on behavioral supports.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

Walker

Kurth

Carpenter

et al. 2021

Research and Practice for Persons with Severe Disabilities

Self Cite

View full text Add to dashboard Cite

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 included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.

show abstract

Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports

Cited by 18 publications

References 22 publications

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review

Contact Info

Product

Resources

About