Not Everything Can Be Special: Appropriate Education for Severe Disabilities

Travers, Jason C.

doi:10.1108/978-1-80117-494-720221006

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…We do not deny the fact that some sound research showing the benefits of inclusion for some children with and without disabilities can be found. The issues being discussed here are whether false claims have been made about inclusion (e.g., research reviewed by [8,[90][91][92]), whether inclusion should be the first or foremost concern in educating children with education-related disabilities [93,94], and whether full or total inclusion (i.e., all children, no exceptions) is feasible [9].…”

Section: Imagining Special and Inclusive Education That Serves All St...mentioning

confidence: 99%

Imagining and Reimagining the Future of Special and Inclusive Education

et al. 2022

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“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for children with special educational needs and disabilities. Education is reimagined for full inclusion without special education and an alternative reimagination of inclusive special education. Particular attention is given to the administrative structure of public education and to the training of teachers for the imagined approaches to special education. The importance of imagining special and inclusive education being based on science and rationality and the limitations of proposed approaches to including students with disabilities in education are explained.

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Section: Imagining Special and Inclusive Education That Serves All St...mentioning

confidence: 99%

Imagining and Reimagining the Future of Special and Inclusive Education

et al. 2022

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“…Students with multiple and severe disabilities often require instruction that is not needed by students in general education (Travers, 2022 ). Such students often need instruction and services that obviously cannot be provided virtually (e.g., instruction in dressing or eating, physical therapy).…”

Section: Instruction and Learningmentioning

confidence: 99%

“…Furthermore, parents and families may feel resentful about being pressed into roles and duties for which they have not been trained, adding to their stress in dealing with the pandemic. This is especially likely to be a problem for students with multiple and severe disabilities, regardless of their placement in general or special education environments (Kauffman et al ., 2020 ; Travers, 2022 ).…”

Section: Collaboration In Addressing Problemsmentioning

confidence: 99%

Teaching inclusive and special education during the COVID‐19 pandemic: needed support for learning and research of effects on teachers and students

Kauffman¹,

Badar²,

Hallenbeck³

et al. 2022

Support for Learning

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The COVID-19 pandemic drastically altered K-12 teaching and learning and is likely to affect the students' and teachers' futures. This is true for both general and special education. Lingering, long-term issues will affect teachers and students at all levels of education. However, 'silver linings' of the pandemic might nudge education into better practices. Reliable quantitative research of the pandemic's effects is needed, and this includes research of new supports for learning.

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Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study

Kurth,

Lockman Turner,

Zagona

et al. 2024

Research and Practice for Persons with Severe Disabilities

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Over 90% of students with complex support needs are taught in self-contained (segregated) special education classrooms for most of their school day, despite accumulating evidence these classrooms are not associated with positive student outcomes. Yet placement in these segregated classrooms persists, in part because of assumptions about the degree of specialized, intensive, and individualized instruction that occurs in these settings. We observed a national sample of 30 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Quantitative time sampling data indicated that students experienced passive learning opportunities and downtime, with few occasions to engage with other peers or grade-aligned content. Qualitative fieldnote data provided context for the quantitative results. These findings provide a picture of the low expectations that persist in segregated classrooms and contradict the need to remove students from general education to learn in segregated classrooms.

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Not Everything Can Be Special: Appropriate Education for Severe Disabilities

Cited by 3 publications

References 22 publications

Imagining and Reimagining the Future of Special and Inclusive Education

Imagining and Reimagining the Future of Special and Inclusive Education

Teaching inclusive and special education during the COVID‐19 pandemic: needed support for learning and research of effects on teachers and students

Experiences of Elementary Students with Complex Support Needs in Segregated Special Education Classrooms: A Mixed Methods Study

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