Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports

Thompson, James R.; Walker, Virginia L.; Shogren, Karrie A.; Wehmeyer, Michael L.

doi:10.1352/1934-9556-56.6.396

Cited by 39 publications

(35 citation statements)

References 48 publications

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“…There is a long tradition of teaching students with IDs functional skills rather than academics in segregated settings in both United States and Sweden (Anderson & Östlund, 2017;Thompson, Walker, Shogren, & Wehmeyer, 2018). The National Council on Disability (2018) refers to this tendency toward the status quo as an "organizational tradition" (p. 35).…”

Section: Life Skills Over Academic Skillsmentioning

confidence: 99%

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Hanreddy

Östlund²

2020

iejee

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Although intellectual disability is a culturally defined and often fluid concept, individuals with this label are often at the greatest risk of isolation and low expectations, particularly within school environments. Despite institutional narratives on educating and raising expectations for "all" students, the use of alternate curricula for individuals with intellectual disabilities creates a structural barrier that explicitly designates students as incapable of using the same curriculum as nondisabled peers. Through exemplars in the United States and Sweden, the authors argue the use and expansion of alternate curricula is an international trend with troubling short-and long-term consequences for students. In Sweden, a national alternative curriculum is required for all students with intellectual disabilities. In the United States, adoption of alternate achievement standards varies by state; yet, the use of alternate curricular materials in self-contained classrooms is widespread despite questionable alignment to general education standards. In addition to the challenges posed by a separate curriculum for students with intellectual disabilities, approaches to promoting authentic engagement and learning in the context of general education settings and curricula are discussed.

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Section: Life Skills Over Academic Skillsmentioning

confidence: 99%

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Hanreddy

Östlund²

2020

iejee

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“…Moreover, these core domains are common to all people, include subjective and objective aspects, are influenced by environmental and personal factors and their interaction, and can be enriched through quality enhancement strategies, such as individualized supports, personal growth opportunities, or inclusive environments (Schalock, Baker et al, 2018, Schalock, van Loon et al, 2018, Schalock et al, 2016). Thus, the model incorporates a positive approach of the person, emphasizing not only the limitations, but also the strengths, as key elements in the enhancement of the systems of supports and QoL outcomes (Schalock, 2018, Thompson et al, 2018).…”

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confidence: 99%

Predictive factors of quality of life in acquired brain injury

Verdugo

Fernández

Gómez

et al. 2019

International Journal of Clinical and Health Psychology

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Background/Objective The sequelae and the disability and dependence that follow an acquired brain injury (ABI) may result in a significant reduction in the quality of life (QoL) of those affected. The objective was to assess the QoL of a sample of Spanish patients with an ABI and analyze the influence of certain sociodemographic and injury-related variables on their QoL. Method: The sample comprised 421 adults (60% male; M age = 53.12; SD = 14.87). Professionals and relatives assessed the patients’ QoL through the CAVIDACE scale, an ABI-specific tool based on the eight-domain QoL model. Results: Univariate analyses showed statistically significant differences in the QoL scores in several sociodemographic (age, civil status, education level, prior employment status, type of home, level of supports, loss of legal capacity, recognized dependence, and degree of dependence) and injury-related (time since the injury, location of the injury, and presence of post-traumatic amnesia) variables. The multiple linear regression showed that loss of legal capacity, time since the injury, prior employment status, location of the injury, and degree of dependence were significant QoL predictors. Conclusions: These findings provide knowledge for the development of programs aimed at reducing the negative impact of ABI on QoL.

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“…Types of support are seemingly innumerable. Thompson et al assert that there are three broad categories of supports relevant to general education contexts, including curricular adaptations, instructional supports, and participation supports (Thompson, Walker, Shogren, & Wehmeyer, 2018). It is an ongoing challenge for individual teachers, pupils, parents, principals and the system as a whole.…”

Section: Situation and Literature Reviewmentioning

confidence: 99%

Inclusive education and its implementation: International practices

Bombardelli¹

2020

E&SD

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Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.

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Expanding Inclusive Educational Opportunities for Students With the Most Significant Cognitive Disabilities Through Personalized Supports

Cited by 39 publications

References 48 publications

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Alternate Curricula as a Barrier to Inclusive Education for Students With Intellectual Disabilities

Predictive factors of quality of life in acquired brain injury

Inclusive education and its implementation: International practices

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