Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

Cushing, Lisa S.; Clark, Nitasha M.; Carter, Erik W.; Kennedy, Craig H.

doi:10.1177/004005990503800201

Cited by 36 publications

(15 citation statements)

References 7 publications

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“…Instructional matrices can provide an effective way of implementing skill clusters and other procedures cited in Table 2 since they offer systematic means of targeting goals and objectives within the general education curriculum (Giangreco et al, 1993;Jorgensen, 1994;Cushing et al, 2005). Table 3 provides an example of a matrix developed for Tara, a third grader with Angelman syndrome, a genetic disorder usually resulting from a deletion on the long arm of the 15th chromosome (Williams et al, 1995).…”

Section: Instructional Matricesmentioning

confidence: 99%

Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities

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2009

International Journal of Inclusive Education

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This paper examines the role of augmentative and alternative communication (AAC) in fostering the successful inclusion of students with the most severe disabilities in general education. Best practices in AAC are identified and multiple examples of their implementation are presented. Particular emphasis is placed on the need to integrate AAC into daily school life as a means of fostering all students' access to and participation in the general education curriculum. A primary premise is that inclusion must be more than just a place; it must constitute a context in which meaningful learning occurs. It is demonstrated that when administered appropriately, interventions involving uses of AAC can foster students' access to the general education curriculum and acquisition of skills tailored to their individual and diverse needs.

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Section: Instructional Matricesmentioning

confidence: 99%

Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities

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2009

International Journal of Inclusive Education

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“…As one element of a multifaceted approach to supporting general education participation, peer support arrangements should be considered alongside other individualized support strategiesVsuch as curricular modifications, related services, and other classroom-level practicesVthat are likely to enhance students' academic and social success. Cushing et al (2005) outlined one process for determining how peer support interventions could be coupled with other instructional and support tactics to ensure that youth with severe disabilities participate meaningfully within the general curriculum. Similar instructional planning models have been described in other sources (e.g., McSheehan, Sonnenmeier, Jorgensen, & Turner, 2006;Wehmeyer, Lance, & Bashinski, 2002).…”

Section: Implications For Practicementioning

confidence: 99%

Promoting Access to the General Curriculum Using Peer Support Strategies

Carter

Kennedy

2006

Research and Practice for Persons with Severe Disabilities

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Promoting access to the general curriculum for students with disabilities has emerged as a central theme of recent legislative and policy initiatives. Ensuring that students with severe disabilities benefit fully from the myriad learning and social opportunities available through the general curriculum remains an important challenge, particularly at the secondary level. We discuss peer support interventions, a form of peer-mediated intervention, as an effective approach for engaging youth with severe disabilities more meaningfully in the general curriculum, as well as promoting academic success for classmates serving as peer supports. We describe the core elements of these interventions, review research pertaining to the academic and social benefits available to participating students, and discuss factors that may account for the effectiveness and social acceptability of this intervention approach.

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“…When the implementations were examined, children with various types and levels of disabilities are being placed in inclusion classes. If successful implementations are expected to be realized in the classes, correct assessment and evaluation processes should be conducted and individualized teaching plans should be written and implemented with children with SEN in the classes (Batu, Çolak and Odluyurt, 2012;Buell, Hallam, Gamel-McCormick and Scheer, 1999;Cushing, Clark, Carter and Kennedy, 2005;Freeman and Alkin, 2000).…”

Section: The Opinions Of Preschool Teachers Regarding Types Of Disabimentioning

confidence: 99%

Okul Öncesi Öğretmenlerinin Kaynaştırmaya İlişkin Görüşlerinin Belirlenmesi

Batu¹,

Odluyurt²,

Alagözoğlu³

et al. 2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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The general purpose of this study was to determine the opinions of preschool teachers about inclusion. Participants were 45 preschool teachers from 8 preschools who had students with special educational needs in their classes during the study or had in the previous years and who were working in public preschools in Eskisehir, Turkey. They had 2-27 years of teaching experience. Semi-structured interviews were conducted with the teachers and the data were analyzed descriptively. The results of the study revealed that although the participants had positive opinions about inclusion, they still did not have enough knowledge about that. Besides, the inadequate knowledge the teachers had was related to the types and characteristics of disabilities of the children, inclusion, effective teaching methods, accommodations, and so forth. The findings of the study were discussed in terms of the present literature.

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Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

Cited by 36 publications

References 7 publications

Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities

Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities

Promoting Access to the General Curriculum Using Peer Support Strategies

Okul Öncesi Öğretmenlerinin Kaynaştırmaya İlişkin Görüşlerinin Belirlenmesi

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