Engaging Youth with and without Significant Disabilities in Inclusive

Carter, Erik W.; Swedeen, Beth; Moss, Colleen K.

doi:10.1177/004005991204400505

Cited by 17 publications

(9 citation statements)

References 11 publications

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“…Inconsistent access to general education classes already limits the overall extent to which students with and without ASD see one another (U.S. Department of Education, 2011). Finally, educators and paraprofessionals might increase student involvement in inclusive service-learning and extracurricular activities where they connect to peers around shared interests (Carter, Swedeen, & Moss, 2012). Educators can embed interaction opportunities into ongoing instruction through the use of cooperative learning groups or other interdependent instructional arrangements (Cushing, Kennedy, Shukla, Davis, & Meyer, 1997).…”

Section: Intervention Approaches Focused On Educator and Paraprofessimentioning

confidence: 99%

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Carter

Common

Sreckovic

et al. 2013

Remedial and Special Education

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The interactions and relationships students have with their classmates, teachers, administrators, and other staff throughout the school year offer a primary avenue through which students learn the array of academic, social, vocational, self-determination, and other functional skills that can contribute to their short-and long-term success. Moreover, the extent to which students develop satisfying relationships within and beyond the classroom can affect their sense of belonging, acceptance among peers, satisfaction with school, and overall well-being (Wentzel, Donlan, & Morrison, 2012). Research consistently affirms the powerful impact the presence-or absence-of relationships can have on the lives of children and youth (Rubin, Bukowski, & Laursen, 2009). It is of little surprise that equipping students with the skills, knowledge, and opportunities that enable them to be socially successful is considered a key component of comprehensive secondary schooling (Carter & Draper, 2010).Participating meaningfully in the array of social interactions and relationships occurring within a school community is also important for adolescents with autism spectrum disorder (ASD). Although social challenges are a defining feature of this particular disability category (American Psychiatric Association [APA], 2013), the presence of autism in no way diminishes the contributions strong social-related skills, connections, and supports can make to success in school and beyond. Put simply, relationships really do matter for all adolescents. Recognizing the importance of this dimension of students' lives, researchers and practitioners have focused considerable attention on determining how best to provide instruction, supports, and opportunities that enhance the social competence and connections of students with ASD (

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Section: Intervention Approaches Focused On Educator and Paraprofessimentioning

confidence: 99%

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Carter

Common

Sreckovic

et al. 2013

Remedial and Special Education

Self Cite

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“…Some instructors solved this by minimizing absences from school through supplementing CBI with classroom simulations that reflected community settings and materials (Nietupski, Hamre-Nietupski, Clancy, & Veerhusen, 1986) and by involving peers without disabilities in CBI in a tutoring or supportive role (Beck, Broers, Hogue, Shipstead, & Knowlton, 1994; Branham, Collins, Schuster, & Kleinert, 1999). A more current model of CBI focuses on individualized goals for single students by involving them in service learning projects (Carter, Swedeen, & Moss, 2012) in the community or in extracurricular activities sponsored by the school where they can learn academic skills while interacting with their peers without disabilities.…”

Section: Changes In Where We Teach Studentsmentioning

confidence: 99%

Best Practices for Students With Moderate and Severe Disabilities: A Rural Retrospective

Collins

Ludlow

2018

Rural Special Education Quarterly

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The field of special education’s focus on moderate and severe disabilities (MSD) has undergone a number of changes in the past five decades. Some have been philosophical, some based on research, some based on mandated practices through U.S. law, and some based on the development of better technologies. While pioneers in the field first established the basic principles on which an appropriate education for students with MSD is based, subsequent scholars and professional organizations have determined how those principles are best implemented. As rural special educators involved in the field since the 1970s, we provide a reflection on the barriers and challenges faced by rural special education teachers as they continue to address the needs of rural students with MSD and make suggestions for current and future practices.

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“…Often, parents and individuals with disabilities have challenges locating appropriate inclusive options in a rural community, and special education teachers can provide leadership in advocating for inclusive options and teaching community members how to provide appropriate inclusive services. For example, "opportunity mapping" (Swedeen, Carter, & Molfenter, 2010) can help identify extracurricular activities and settings in which students with disabilities can engage with peers without disabilities, while service learning (Carter, Swedeen, & Moss, 2012) can provide educational community activities in which students with and without disabilities work together on common goals. The Individuals With Disabilities Education Improvement Act (IDEA; 2004) directs school districts to provide equal access to extracurricular activities for their students with disabilities.…”

Section: Building Inclusive Environmentsmentioning

confidence: 99%

Guidelines for Becoming a Teacher Leader in Rural Special Education

Collins

Leahy

Ault

2017

Rural Special Education Quarterly

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Special education teachers have a unique set of skills and opportunities to become leaders in the field of education. Some rural special education teachers, however, may not see themselves as potential leaders or believe they have opportunities to be leaders. This article provides guidelines for rural special education teachers to consider in becoming leaders at the school, community, and national levels.

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Engaging Youth with and without Significant Disabilities in Inclusive

Cited by 17 publications

References 11 publications

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Promoting Social Competence and Peer Relationships for Adolescents With Autism Spectrum Disorders

Best Practices for Students With Moderate and Severe Disabilities: A Rural Retrospective

Guidelines for Becoming a Teacher Leader in Rural Special Education

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