Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability

Kurth, Jennifer A.; Born, Kiara; Love, Hailey R.

doi:10.1177/1540796916661492

Cited by 75 publications

(69 citation statements)

References 38 publications

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“…Although placement data are readily available for each of our countries, physical placement does not adequately address the degree to which students access and benefit from their education. Despite the promises of individualization and support in special education settings, several researchers have established that self-contained settings offer a high level of distraction, fewer opportunities to respond to instructional cues, and a lack of tailored instruction for individual students (Causton-Theoharis, Theoharis, Orsati, & Cosier, 2011;Kurth, Born, & Love, 2016). In contrast, general education settings offer increased opportunities to learn, benefit from targeted instruction, and interact with typical peers (Hehir et al, 2016McDonnell, Thorson, & McQuivey, 2000Taub, McCord, & Ryndak, 2017).…”

Section: Inclusive Educationmentioning

confidence: 99%

“…Similar to criticisms of the Swedish alternate curricula for lacking adequate challenge or analyses of student learning, self-contained classes in the United States have also been criticized for spending too little time on instruction as well as an emphasis on skills taught out of context (Causton-Theoharis et al, 2011; Kurth et al, 2016). As in Sweden, there is a tradition in the United States of prioritizing "life skills" over academic skills (Browder et al, 2004;Timberlake, 2014).…”

Section: Life Skills Over Academic Skillsmentioning

confidence: 99%

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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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Section: Inclusive Educationmentioning

confidence: 99%

Section: Life Skills Over Academic Skillsmentioning

confidence: 99%

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

Hanreddy

Östlund²

2020

iejee

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“…Students taught in more restrictive settings may experience less rigorous standards-based instruction (Bacon, Rood, & Ferri, 2016) and have less rigorous individualized education program (IEP) goals (Kurth & Mastergeorge, 2010) than students taught in general education settings. For example, students may be more passively engaged in learning (Pennington & Courtade, 2015), learn in distracting environments with limited access to grade-referenced curriculum (Kurth, Born, & Love, 2016), and receive more limited specialized instruction (Causton-Theoharis, Theoharis, Orsati, & Cosier, 2011) than students who are taught in general education settings. Ruppar, Fisher, Olson, and Orlando (2018) found that students with ESN were 10 times more likely to be exposed to academic literacy content in general education settings than in more restrictive settings.…”

mentioning

confidence: 99%

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Kurth

Ruppar

Toews

et al. 2019

Research and Practice for Persons with Severe Disabilities

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Special education consists of specially designed services available for students with disabilities, and should be available across placements. Students with the most significant disabilities continue to be taught in restrictive settings, despite accumulating evidence suggesting their special education services can be delivered effectively in general education settings. Every individualized education program (IEP) must contain a statement describing how the student will be provided a free and appropriate education in the least restrictive environment. The present study used content analysis to examine least restrictive environment statements of 88 students' individualized education programs (IEPs) to determine what factors, including supplementary aids and services, were considered in making placement decisions. We further analyzed the classes and activities in which students participated in general education settings. Findings reveal supplementary aids and services were not considered in placement decisions, although a number of factors centering on curricular considerations, environmental demands, student deficit, and personnel requirements were noted in making placement decisions. We further found students primarily participated in non-academic instruction while in general education settings. Implications for policy, practice, and research are included.

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“…Terdapat dua kendala yang sering yang mempengaruhi implementasi intervensi berbasis inklusi terkait guru dan ruang kelas (Koegel dkk., 2011). Persepsi guru tentang keyakinan pribadi mereka tentang pedagogi, kesesuaian yang dirasakan intervensi untuk siswa tertentu, dan ketersediaan bahan yang diperlukan dapat mempengaruhi implementasi intervensi (Kurth, Born, & Love, 2016). Penelitian dilakukan di setting kelas reguler.…”

Section: Pembahasanunclassified

Efektifitas individual work system untuk meningkatkan kemandirian penyelesaian tugas anak dengan autisme

Istiqomah¹

2019

persona

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Individual work systems develop independence by organizing tasks and activities that can be carried out by individuals with ASD (Autism Spectrum Disorder). This research develops a work system that can help organize the task using the visual-spatial strengths of children with ASD.The aim of this study is to investigate the effectiveness of Individual Work System for students with ASD making easier to understand the given instructions and respond appropriately. The research is being conducted by applying individual work system for students with ASD to improve completing the task. This research uses quasi experimental using reversal design A-B design in five subjects diagnosed with mild autism, aged elementary school, had problems in completing the tasks and have ability to simple instruction. The data collection tool uses observations that assess off-task/on-task behavior, teacher prompting, task completion. Data obtained were analyzed using the non-parametric Wilcoxon statistical test. The result showed that the intervention using that idividual work system was effective increase independence of task completion for student with autism. Keywords: Autism spectrum disorder (ASD); Independence of task completion; Individual work system AbstrakIndividual work systems atau sistem kerja individu mengembangkan kemandirian dengan cara mengorganisasikan tugas dan aktivitas yang dapat dipahami oleh individu dengan ASD (Autism Spectrum Disorder). Penelitian ini bertujuan untuk menguji efektivitas Individual Work System siswa dengan (ASD). Penelitian ini menciptakan struktur kerja yang dapat membantu mengorganisir penugasan yang dilakukan dengan memanfaatkan kekuatan visual-spasial anak ASD. Kurangnya kemandirian pada anak ASD terlihat pada seringkali guru membantu atau mengarahkan anak ASD dalam menyelesaikan tugas. Penelitian ini bertujuan untuk menguji efektifitas Individual Work System anak dengan ASD sehingga lebih mudah memahami intruksi yang diberikan dan berespon dengan tepat. Penelitian ini menggunakan desain reversal dengan jenis A-B design pada lima orang subjek yang telah didiagnosis autisme sedang, berusia sekolah dasar, mempunyai permasalahan dalam penyelesaian tugas dan telah mampu mengikuti perintah sederhana. Alat pengumpulan data menggunakan observasi yang disusun oleh peneliti yang terdiri dari respon off-task/on-task, teacher prompting, dan task completion. Data penelitian dianalisis dengan menggunakan uji statistik non-parametric Wilcoxon. Hasil analisis data statistik menunjukkan bahwa individual work system efektif meningkatkan kemandirian penyelesaian tugas anak ASD. Kata kunci: Autism spectrum disorder (ASD); Individual work system; Kemandirian penyelesaian tugas.

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Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability

Cited by 75 publications

References 38 publications

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

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

Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements

Efektifitas individual work system untuk meningkatkan kemandirian penyelesaian tugas anak dengan autisme

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