Special Education Policy Prospects: Lessons From Social Policies Past

Kauffman, James M.; Ahrbeck, Bernd; Anastasiou, Dimitris; Badar, Jeanmarie; Felder, Marion; Hallenbeck, Betty A.

doi:10.1080/09362835.2020.1727326

Cited by 37 publications

(33 citation statements)

References 37 publications

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“…The temptation appears to be a part of some current controversies (e.g., gun control, abortion, and full inclusion of students with disabilities in general education). Extreme arguments propose to prohibit or very severely limit choice, lacking nuance and favoring an absolute rule to be applied in all cases (Kauffman et al, in press). In our opinion, former president of TASH, Laski (1991) exemplified such an extreme nearly 30 years ago when he wrote the following:Three generations of children subject to LRE [least restrictive environment, implying three or more options] are enough [three generations would, we suppose, approximate 60 years; where Laski got this span of time we do not know].…”

Section: Other Conceptual Issuesmentioning

confidence: 99%

WhySomeStudents with Severe Disabilities Are Not Placed in General Education

Kauffman

Travers

Badar

2019

Research and Practice for Persons with Severe Disabilities

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We acknowledge that some students with severe disabilities are not being taught in general education. We do not agree that inclusion in general education is inherently better, nor do we think it is always appropriate, and we provide some reasons that a full continuum of alternative placements is not only legally mandated but appropriate. We are supportive of placement in general education for children with severe disabilities when it is appropriate.

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Section: Other Conceptual Issuesmentioning

confidence: 99%

WhySomeStudents with Severe Disabilities Are Not Placed in General Education

Kauffman

Travers

Badar

2019

Research and Practice for Persons with Severe Disabilities

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“…This is not surprising, as this misinterpretation of the differences between inclusion and integration is also proliferated within the special education literature. For example, Kauffman et al (2020) explained that within the field of special education, the underlying rationale for full inclusion lacks empirical research (Anastasiou et al, 2020). Kauffman et al (2020) continue by clarifying that proponents of full inclusion view inclusion as a moral absolute that eliminates alternative placements along the Least Restrictive Environment (LRE) continuum, which is a component of US special education law mandating that based on each student’s unique needs, schools provide special education services across a continuum of placement settings (Individuals with Disabilities Education Improvement Act, 2004).…”

Section: Resultsmentioning

confidence: 99%

“…Over the last 40 years, there has been an extensive effort at the international level to teach students in predominantly integrated settings, where students with and without disabilities are educated in the same classroom setting (Haegele, 2019; Kauffman et al, 2020). Highlighting this, according to the U.S.…”

Section: Introductionmentioning

confidence: 99%

“…That is, although the term ‘inclusion’ is used commonly in preservice training, it tends to be used only to describe a placement where students with and without disabilities are being educated together, rather than as a broad philosophy that helps guide educators to create an atmosphere that promotes a sense of belonging, acceptance, and value within a group of students, including students with disabilities (Spencer-Cavaliere and Watkinson, 2010; Stainback and Stainback, 1992). Because research has suggested that integrating students with disabilities in a PE setting has limited positive implications for students with disabilities (Haegele, 2019; Haegele and Kirk, 2018; Haegele and Sutherland, 2015), the act of conflating integration and inclusion as the same thing, and presuming that integrated placements are inherently inclusive, is a potentially perilous practice that can negatively influence the education of students with disabilities (Haegele, 2019; Haegele and Sutherland, 2015; Kauffman et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education

McNamara

Haegele

2020

European Physical Education Review

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Currently, there is a dearth of research that has examined how podcasts influence kinesiology students’ learning experience. More specifically, research is needed to better understand how different types of podcasts (e.g. open-access podcasts) influence students’ perceptions toward topics that are complex and contextual. One such complex topic that has particular meaning to the fields of physical education and adapted physical education is inclusion. As such, the purpose of this investigation was to explore the way in which listening to a podcast influences how undergraduate students understand inclusion and integration within a physical education setting. Written reflections were collected from 19 undergraduate students and focus group interviews were conducted with 14 undergraduate students. An interpretivist research paradigm was adopted, and a qualitative description approach was utilized to construct three interrelated themes. The first theme, ‘This podcast was very effective’, demonstrated that the participants had generally favorable views towards the effectiveness of the podcast. The second theme, ‘I really didn’t know the difference’, described how the podcast provided new information to the participants concerning inclusion and integration in a physical education setting. The third theme, ‘Creating an inclusive environment for children with disabilities will be a challenge’, portrays participants recognizing barriers to providing an inclusive environment, and whether questioning integrated settings are always the preferred setting. These findings suggest that open-access podcasts are a viable tool to teach complex issues to preservice physical educators.

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“…Research demonstrates that students with disabilities have better learning outcomes when they are fully included within educational settings (Törmänen & Roebers, 2018). However, it is critical that the focus of inclusion remains on instruction and not simply on placement (Kauffman et al ., 2020). In the past decade, a body of literature has emerged that draws into focus the social and cultural dimensions of inclusion and exclusion for people with disabilities.…”

Section: Social Inclusion and Universal Design For Learningmentioning

confidence: 99%

Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing

Ozdowska¹,

Carrington²,

Ashburner³

2021

Brit J Educational Tech

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Children on the autism spectrum (AS) often struggle with writing tasks at school. They commonly experience difficulty with two key aspects of writing: the skills required for handwriting (fine motor and perceptual) and the conceptual and language skills required for written composition. Specialist intervention to assist with written expression is, therefore, often needed for students on the AS to succeed academically. This research evaluated the impact of using self‐regulated strategy development (SRSD) in combination with assistive technology on the quality and length of written compositions of students on the AS. It also investigated how students felt about using the SRSD writing strategy. Eight primary school students on the AS between the ages of 9 and 12 participated in this single‐subject study. An ABAC study design was used to evaluate student writing performance across three conditions. Baseline handwriting measurements were collected during condition A. During condition B students used assistive technology alone; in condition C, students applied their understanding of SRSD while using assistive technology. Results from this study show that, in many cases, the quality and/or length of written compositions and feelings of self‐efficacy towards persuasive writing of students on the AS improved when they received physical and/or conceptual writing supports. This paper presents the research design, methods and results from this single‐subject study followed by a discussion of the results and final thoughts and areas for future research. What is already known about this topic? There is limited research about how the persuasive writing of students on the autism spectrum (AS) can be supported in a socially inclusive way. Research has shown that the use of assistive technologies like keyboards and writing‐support software can improve the writing outcomes of students on the AS. Research has shown that the use of self‐regulated strategy development (SRSD) writing strategies can improve the persuasive writing outcomes of diverse students. What this paper adds? A single‐subject study using an ABAC study design showed that persuasive writing outcomes improved in quality or length for some students when they used an app that combined the two strategies. Implications for policy and practice SRSD combined with writing‐support software appeared to improve the writing outcomes of some students on the AS. It can, therefore, be used as a tool to support teachers in developing strategies for inclusive classrooms.

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Special Education Policy Prospects: Lessons From Social Policies Past

Cited by 37 publications

References 37 publications

WhySomeStudents with Severe Disabilities Are Not Placed in General Education

WhySomeStudents with Severe Disabilities Are Not Placed in General Education

Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education

Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing

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