Policy and the Impact on Placement, Involvement, and Progress in General Education

Ryndak, Diane Lea; Taub, D.M.; Jorgensen, Cheryl M.; Gonsier-Gerdin, Jean; Arndt, Katrina; Sauer, Janet; Ruppar, Andrea L.; Morningstar, Mary E.; Allcock, Heather

doi:10.1177/1540796914533942

Cited by 74 publications

(56 citation statements)

References 29 publications

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“…Inclusive contexts have been found to be beneficial to the development of literacy in students with intellectual disability (Dessemontet, Bless, & Morin, 2012). However, students identified with severe disabilities continue to be educated in segregated contexts (Ryndak et al, 2014). Although many researchers agree that literacy should be taught in inclusive contexts (Copeland & Keefe, 2007;Downing, 2005;Sturm & Clendon, 2004), research on literacy for students with severe disabilities has generally been conducted in self-contained settings (Browder et al, 2006).…”

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confidence: 99%

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Ruppar

2014

Remedial and Special Education

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Literacy has been widely identified as a curricular priority for students with severe disabilities (Agran, 2011) and has recently been the focus of a growing body of intervention research. For adolescents, perspectives on appropriate literacy content, contexts, and materials are widely divergent, as the relative importance of academic and functional skills is more contested than in earlier grades (Bouck, 2009;Browder, Trela, & Jimenez, 2007;Copeland & Keefe, 2007). Despite increased attention on literacy for students with moderate and severe disabilities in recent years, the impact on practice has not been measured (Copeland, Keefe, Calhoon, Tanner, & Park, 2011). To make recommendations for improving literacy instruction, it is constructive to understand the current state of practice. Literacy for Students With Severe DisabilitiesWhen designing instruction, four key decisions must be made: (a) What will students learn? (b) Where will students learn? (c) What materials will they use? and (d) How will students demonstrate learning? Each of these decisions is interconnected and must be guided by a conceptual framework (Ruppar, Roberts, & Olson, 2014). In literacy, teachers' decisions have historically been guided by a narrow focus on sight word instruction, often without reference to a broader communicative purpose (Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006). Research strongly supports that students with severe disabilities can acquire sight words through systematic instruction (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker, 2009). Recently, researchers and teachers have recognized that literacy should be more comprehensive (Browder et al. 2006). Browder and colleagues thus adopted a broader conceptual framework, focusing on phonemic awareness, phonics and print awareness, vocabulary, fluency, and comprehension (National Reading Panel [NRP], 2000). This line of research continues and has been highly influential in the field (e.g.

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confidence: 99%

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

Ruppar

2014

Remedial and Special Education

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“…While this legal framework provides a promising opportunity to develop more equitable educational experiences for students with disabilities, it can be -and often is -interpreted and enacted in highly varied (Agran, Alper, and Wehmeyer 2002;Kasa-Hendrickson and Kluth 2005;Ryndak et al 2014;Skrtic 1991) and even oppressive (Beratan 2006) ways. For example, the LRE requirement has been utilised to justify segregation of students with disabilities (Ferri and Connor 2005;Ryndak et al 2014;Taylor 2004). Even when included in school, levels of participation of students with disabilities are often varied and contingent (Simeonsson et al 2001).…”

Section: Literature Reviewmentioning

confidence: 98%

‘The right path of equality’: supporting high school students with autism who type to communicate

Woodfield

Ashby

2015

International Journal of Inclusive Education

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The inclusion of students who type to communicate has been researched and strategies to accommodate such students have been recommended, but little information has been gathered about the students' perspectives and daily school lives. This study utilises classroom observations and qualitative interviewing to explore the experiences of three high school students who type to communicate and the systems in place to support them. The study privileges and focuses on the ways that their school personnel honour the voices of those students as contributors to the construction of the spaces they enter and ways in which their active participation is supported.

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“…Florida State assessment results, for example, show that students with severe disabilities are acquiring specific academic skills and this is reflected in their performance in the academic area of reading (FLDOE, ). In both countries, teachers of these students experience a tension between inclusion in academic‐ and standards‐based curricula, on the one hand, and addressing individual needs and functional curricula on the other (Byers and Lawson, ; Ryndak, Taub, Jorgensen, et al., ).…”

Section: Literature Contextmentioning

confidence: 99%

Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities

Lawson

Jones

2017

Research in Spec Educ Needs

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This article focuses on teachers' pedagogical decision-making and influences on this decisionmaking when teaching students with severe intellectual disabilities. The research reported and discussed forms part of an international collaborative research project in the south west of England and Florida, US. The study is set within the broader socio-political context of inclusion, contributing a pedagogical dimension to other aspects of inclusion, such as placement, curriculum and accountability. Houssayes (2000) pedagogical interaction model is examined and adapted to situate and analyse teachers pedagogical decision-making, and influences on this, when teaching students with severe intellectual disabilities. The study shows a prominence and privileging of pedagogical decisions and influences around teacher-student pedagogical interactions over curriculum-teacher or curriculum-student pedagogical interactions. The implications of this emphasis are considered in the historical context of teaching and learning models and approaches for this group of learners. This paper focuses on teachers' pedagogical decisionmaking and influences on this decision-making as part of a cross-cultural collaborative research project in England and the US which investigated teachers' pedagogical learning and decision-making when teaching students with severe intellectual disabilities. We are specifically interested in the how of teaching. However, we situate this within a broad conceptualisation of pedagogy -'the act of teaching together with its attendant discourse' (Alexander, 2004, p. 11), noting the complex policy and practice context that impacts on the decisions teachers make. Inclusion forms part of this socio-political context and in this paper we note different aspects of inclusion in education, beyond setting or placement, such as curriculum, standards and accountability which influence pedagogical decision-making. In examining pedagogical decision-making in the area of severe intellectual disabilities, a rare focus, we use Houssaye's (2000) conceptual model, a pedagogical interaction triangle of knowledgeteacher-learner, as an analytic tool. Literature context

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Policy and the Impact on Placement, Involvement, and Progress in General Education

Cited by 74 publications

References 29 publications

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

A Preliminary Study of the Literacy Experiences of Adolescents With Severe Disabilities

‘The right path of equality’: supporting high school students with autism who type to communicate

Teachers’ pedagogical decision‐making and influences on this when teaching students with severe intellectual disabilities

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