Providing Students With Severe Disabilities Access to the General Education Curriculum

Olson, Amy J.; Leko, Melinda M.; Roberts, Carly A.

doi:10.1177/1540796916651975

Cited by 45 publications

(28 citation statements)

References 26 publications

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“…Inclusive education has been defined in many ways, but these definitions consistently describe the critical role of placement in general education settings; support to access the environ-ment and curriculum; and accessible, shared experiences and instruction for all students (Skrtic, Sailor, & Gee, 1996;Olson, Leko, & Roberts, 2016;McLeskey, Waldron, Spooner, & Algozzine, 2014). Benefits of inclusive education for students with disabilities include improved literacy, language, and math skills compared to students educated in segregated settings (Buckley, Bird, Sacks, & Archer, 2006;Hehir et al, 2016; improved social competence (Fisher & Meyer, 2002); improved communication skills (Ryndak, Ward, Alper, Storch, & Montgomery, 2010); and improved outcomes related to employment and community involvement as an adult (Wagner, Newman, Cameto, Levine, & Garza, 2006).…”

Section: Inclusive Educationmentioning

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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Section: Inclusive Educationmentioning

confidence: 99%

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

Hanreddy

Östlund²

2020

iejee

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“…Federal legislation (i.e., IDEA and NCLB) has led to contemporary educational practices for students with severe/multiple disabilities (Olson, Leko & Roberts, 2016). In 1997, IDEA defined the general education curriculum as "the same curriculum for nondisabled children."…”

Section: Resultsmentioning

confidence: 99%

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

Rogers

Johnson

2018

RAPCC

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Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.

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“…Through regularly scheduled meetings, general and special educators were able to identify the environmental supports that bridged communication differences. Communication protocols between students were strategically embedded in Ms. Burns' lesson plans to ensure that students with disabilities engaged with their peers in developing and promoting positive relationships (Causton & Tracy-Bronson, 2015;Downing, Hanreddy & Peckham-Hardin, 2015;Olson et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…With regard to the second question on how educational goals between students with severe disabilities and their peers without disabilities are developed, successful engagement with the curriculum was dependent on the teams' ability to identify their students' skills and necessary supports (Ji & Meaney, 2015;Olson et al, 2016;Waldron & McLeskey, 2010). The collaborative efforts between the general and special educators contributed to students' involvement in the curriculum (Block & Obrusnikova, 2007;Finnerty et al, 2019;Florian, 2014;Wilhelmsen & Sorensen, 2017).…”

Section: Eujapaupolczmentioning

confidence: 99%

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

Grenier¹,

Patey²,

Lieberman³

et al. 2020

EUJAPA

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There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve ongoing and sustained communication regarding students' skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

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Providing Students With Severe Disabilities Access to the General Education Curriculum

Cited by 45 publications

References 26 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

Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

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