Investigating Inclusion: A Review of Research Methods for Individuals with Intellectual Disability

Evaluating Inclusive Educational Practices for Students With Severe Disabilities Using the Program Quality Measurement Tool

“…The PQMT may contribute to research on inclusive educational practices for students with severe disabilities in several ways. First, researchers have discussed the substantial challenges associated with interpreting the empirical literature addressing school inclusion, noting that inclusive practices often are defined narrowly, inconsistently, or without adequate precision (Odom, Klingerman, & Jakowski, 2004;Ryndak, Jackson, & Billingsley, 1999Simpson, 2004). Such ambiguity in terminology and description restricts the conclusions that can be drawn regarding the relation between inclusive educational practices and student outcomes.…”

Facts and Challenges Regarding Grounded Theory, the ICF and Ethical Issues

“…2 There might be an additional concern about interviewing children with disabilities and in particular children with intellectual disabilities. A number of publications explore this issue (Aarons et al 2004;Grob-Paeprer and Podlesch 2000;Lewis 2002, Odom et al 2004.…”

Peer Interactions in Preschool Inclusive Classrooms: The Roles of Pragmatic Language and Self-Regulation

“…In 2014-2015, nearly 62% of children ages 6 to 21 with disabilities spent at least 80% of their school day in inclusive early childhood programs alongside their typically developing peers, compared to 33% of children with disabilities in 1990. A 2015 policy statement by the U.S. Department of Health and Human Services and the U.S. Department of Education (2015) underscored inclusion in preschool as a national priority in preschool expansion efforts.Despite decades of effort to promote diversity and social inclusion for children with and without disabilities in preschool inclusive classrooms (Kwon, Elicker, & Kontos, 2011;Odom, Klingerman, & Jakowski, 2004), research continues to show mixed findings regarding whether children with disabilities can form frequent and positive play interactions with their typically developing peers in the classroom (Chen, Lin, Justice, & Sawyer, 2017; Diamond, 2001). A lack of understanding concerning whether and how interactions 828364E CXXXX10.…”

“…Despite decades of effort to promote diversity and social inclusion for children with and without disabilities in preschool inclusive classrooms (Kwon, Elicker, & Kontos, 2011;Odom, Klingerman, & Jakowski, 2004), research continues to show mixed findings regarding whether children with disabilities can form frequent and positive play interactions with their typically developing peers in the classroom (Chen, Lin, Justice, & Sawyer, 2017; Diamond, 2001). A lack of understanding concerning whether and how interactions 828364E CXXXX10.…”

“…Despite decades of effort to promote diversity and social inclusion for children with and without disabilities in preschool inclusive classrooms (Kwon, Elicker, & Kontos, 2011; Odom, Klingerman, & Jakowski, 2004), research continues to show mixed findings regarding whether children with disabilities can form frequent and positive play interactions with their typically developing peers in the classroom (Chen, Lin, Justice, & Sawyer, 2017; Diamond, 2001). A lack of understanding concerning whether and how interactions between children with and without disabilities take place in preschool inclusive classrooms shakes the assumption that inclusive classrooms benefit children with disabilities, as stated in the Salamanca Statement that “regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all” (UNESCO, 1994, p. 8).…”