Where Students With the Most Significant Cognitive Disabilities Are Taught

Kleinert, Harold L.; Towles-Reeves, Elizabeth; Quenemoen, Rachel F.; Thurlow, Martha L.; Fluegge, Lauren; Weseman, Laura; Kerbel, Allison

doi:10.1177/0014402914563697

Cited by 162 publications

(104 citation statements)

References 23 publications

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“…However, the extent to which such findings extend to students with significant disabilities has been found to be much less true; thereby confirming state and regional findings (Brock & Schaefer, 2015;Kleinert et al, 2015). By examining trends over almost 15 years, this study offers further evidence of the disparities among groups of students with disabilities in relationship to LRE.…”

Section: Discussionsupporting

confidence: 74%

Examining National Trends in Educational Placements for Students With Significant Disabilities

Morningstar

Kurth

Johnson

2016

Remedial and Special Education

133

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Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities from among the categories of autism (ASD), intellectual disability (ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were calculated using a log ratio index, and students with significant disabilities were compared to groups of students from the other disability groups. Results confirmed that access to general education settings is lacking for this group of students. Implications for policies and practices as well as suggested future research are provided. Examining National Trends in Educational Settings for Students with Significant Disabilities Trends in where students with disabilities are educated using data associated with the least restrictive environment (LRE) have been tracked for more than three decades. Existing research documents a steady increase in the percentage of time spent in general education classrooms for students with high incidence disabilities, including learning disabilities, other health impairments, and emotional behavioral disorders (Danielson & Bellamy, 1989; McLeskey, Hoppey, Williamson, & Rentz, 2004). Recently, McLeskey and colleagues (2012) examined the 1990-2008 LRE data, finding a 93% increase of students with high-incidence disabilities placed in general education 80% or more of the day. In another study, Williamson, McLeskey, and Rentz (2006) examined LRE data for students with intellectual disability (ID) during the decade from 1990-2000 and found increasing trends, albeit less substantial than for other disability groups. In addition, they noted that increased rates appeared to plateau between 1997-2000, indicating a dropping off of general education placement after initial growth. An interesting finding in their study was the variability across states, which has also been documented in other studies for students with ID (Katsiyannis, Zhang, & Archwmety, 2002), and autism (Kurth, 2014). Further, Brock and Schaefer (2015) identified a single state's differences in educational placement for students with significant disabilities, suggesting urban and urban-fringe districts were least likely to place students in general education 80% or more of the day. Broadly speaking, continued improvements for students with high-incidence disabilities toward greater access to general education have been found. However, the extent to which this holds true for students with significant disabilities (i.e., intellectual disability, autism, multiple disabilities, deaf blindness) has not been thoroughly examined. The IDEA mandates accountability requirements focus on ensuring that students with disabilities participate in the general education curriculum. The LRE regulations stipulate to the maximum extent appropriate, children with disabilities are educated with children who are not disabled, and that their removal from general education occ...

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Section: Discussionsupporting

confidence: 74%

Examining National Trends in Educational Placements for Students With Significant Disabilities

Morningstar

Kurth

Johnson

2016

Remedial and Special Education

133

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“…More recently, individuals with IDs have engaged in media campaigns to promote acceptance and address stereotypes (e.g., "Not Special Needs"; McClammy, 2017). Despite many gains, school-age students with IDs remain largely segregated from students without disabilities in both U.S. and Swedish schools (Kleinert et al, 2015; National Council on Disability, 2018; Swedish National Audit Office, 2019; U.S. Department of Education, 2018).…”

Section: Intellectual Disability and Segregation In The United Statesmentioning

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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“…While there is scant literature on longitudinal outcomes accruing to inclusion vs. segregation for schooling (see Brown, Shiraga, & Kessler, 2006 for an exception) there is a rapidly growing body of evidence for better academic and social measured outcomes for students identified for special education during the schooling years (Browder, Hudson, & Wood, 2014;Courtade, Jimenez, & Delano, 2014;Causton & Theoharis, 2014;Florian & Rouse, 2014;Jackson, EQUITY-BASED INCLUSIVE SYSTEMS CHANGE 8 Ryndak, & Wehmeyer, 2010;Kleinert et al, 2015;McDonnell, Thorson, Disher, MathotBuckner, Mendel, & Ray, 2003;Nota, Soresi & Ferrari, 2014;Oh-Young & Filler, 2015;Peetsma, Vergeer, Roeleveld, & Karsten, 2001). …”

Section: Does Inclusion Produce Better Outcomes For Students?mentioning

confidence: 99%

Equity as a Basis for Inclusive Educational Systems Change

Sailor

2016

Australas. j. spec. educ.

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Inclusion of students with "disabilities" in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed. Key Words: EQUITY; INCLUSION; MULTI-TIERED SYSTEM OF SUPPORT; SYSTEMS CHANGE, UNIVERSAL DESIGN FOR LEARNINGSWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H326Y120005. OSEP Project Officers Grace Zamora Durán and Tina Diamond served as the project officers. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. EQUITY-BASED INCLUSIVE SYSTEMS CHANGE 1 Equity as a Basis for Inclusive Education Systems ChangeRittel and Webber (1973) wrote "The search for scientific bases for confronting problems of social policy is bound to fail, because of the nature of these problems. They are 'wicked' problems, whereas science has developed to deal with 'tame problems'" (p. 155). The social professions (e.g., education) have evolved as conduits for application of scientific knowledge from their respective disciplines (e.g., psychology). As such, they assume responsibility for planning functions and guidance in formulation of social policy. Yet the relationship of knowledge production (science) to applications (profession) breaks down in the face of wicked problems. A problem is wicked, in Rittel and Webber's terms, when its solution is bound up in its formulation and the context of the problem militates against its formulation. Within different professional groupings are people with different values, epistemological preferences, and so on, and solutions for social policy problems become caught up in the conflicts among them.Knowledge production proceeds apace in support of all solutions until one prevails. New solutions to old wicked problems may result in the overthrow of prevalent paradigms (Kuhn, 1970;Skrtic, 1993)."Inclusion" of students with "disabilities" in general education arrangements fits the definition of a wicked problem. The significance of this problem rests in the current values underpinning a large slice of international social policy in education, whic...

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Where Students With the Most Significant Cognitive Disabilities Are Taught

Cited by 162 publications

References 23 publications

Examining National Trends in Educational Placements for Students With Significant Disabilities

Examining National Trends in Educational Placements for Students With Significant Disabilities

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

Equity as a Basis for Inclusive Educational Systems Change

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