Does Access Matter? Time in General Education and Achievement for Students With Disabilities

Cosier, Meghan; Causton‐Theoharis, Julie; Theoharis, George

doi:10.1177/0741932513485448

Cited by 103 publications

(62 citation statements)

References 19 publications

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“…Evidence also indicates that students with and without disabilities who are educated in inclusive classrooms have better academic outcomes than students who are educated in noninclusive classrooms. For example, several studies have shown that students without disabilities make significantly greater progress in reading and math when taught in an inclusive setting with students with disabilities (Cole, Waldron, & Majd, 2004;Cosier, Causton-Theoharis, & Theoharis, 2013).…”

Section: Myth 1 Inclusive Education Will Have a Negative Impact On Smentioning

confidence: 99%

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes¹,

Bulat

2017

124

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This PDF document was made available from www.rti.org as a public service of RTI International. More information about RTI Press can be found at http://www.rti.org/rtipress. RTI International is an independent, nonprofit research organization dedicated to improving the human condition by turning knowledge into practice. The RTI Press mission is to disseminate information about RTI research, analytic tools, and technical expertise to a national and international audience. RTI Press publications are peerreviewed by at least two independent substantive experts and one or more Press editors.

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Section: Myth 1 Inclusive Education Will Have a Negative Impact On Smentioning

confidence: 99%

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Hayes¹,

Bulat

2017

124

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“…The findings from the current investigation provide the first national picture of the possible factors that might explain placement of students with multiple disabilities in general education classrooms. The present study extends the work of previous researchers (Cosier and Causton-Theoharis, 2011;Cosier, Causton-Theoharis and Theoharis, 2013;Fisher and Meyer, 2002;Szumski and Karwoski, 2012) by (1) examining a large and varied number of variables supported by literature to explain placement decisions that have implications for educational practice and (2) utilising a large, nationally representative sample size (usually a challenge when investigating any phenomenon for students with low-incidence disabilities).…”

Section: Discussionmentioning

confidence: 58%

Factors that explain placement decisions for students with multiple disabilities: findings from national data

Banerjee

Sundeen

Hutchinson

et al. 2016

Research in Spec Educ Needs

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The Special Education Elementary Longitudinal Study data set was utilised to examine the potential influences on placement decisions for students with multiple disabilities in the US. The sample consisted of 415 students. Specifically, the study investigated whether factors including students’ prior special education experiences, parental involvement, parental expectations and educational risk factors explain the placement of students in classrooms. Results indicate significant relations between the explanatory variables and the hours spent daily in general education classrooms. However, only two variables, parents’ education and receipt of early childhood special education services, were significantly associated with the dichotomised outcome of whether or not a child received any academic instruction in a general education classroom. Research limitations and implications for future research, policy and practice in the international context are discussed.

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“…Finally, inclusive education results in many positive outcomes for all students, including enhanced social skills (Cosier, Causton‐Theoharis, & Theoharis, ). However, rates of inclusion diminish as students reach high school (Hanson, ), resulting in many students entering PSEs lacking social and emotional skills needed to appropriately navigate complex college relationships.…”

Section: Lessons Learned and Future Directionsmentioning

confidence: 99%

Developing Parent‐professional Partnerships in a Postsecondary Education Program for Students With Disabilities

Francis

Fuchs²,

Johnson

et al. 2016

Psychology in the Schools

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Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent-professional partnerships could significantly enhance long-term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent-professional partnerships through parent involvement and support. C 2016 Wiley Periodicals, Inc.

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Does Access Matter? Time in General Education and Achievement for Students With Disabilities

Cited by 103 publications

References 19 publications

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

Factors that explain placement decisions for students with multiple disabilities: findings from national data

Developing Parent‐professional Partnerships in a Postsecondary Education Program for Students With Disabilities

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