Why <i>Some</i> Students with Severe Disabilities Are Not Placed in General Education

Kauffman, James M.; Travers, Jason C.; Badar, Jeanmarie

doi:10.1177/1540796919893053

Cited by 19 publications

(16 citation statements)

References 15 publications

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“…Contrary to Kauffman and colleagues’ (2020) claims, none of the six studies provided evidence to support segregated settings over inclusive settings for students with ESN as all positive effects were associated with inclusive settings. The results of this literature review confirm that students with ESN taught in inclusive settings consistently demonstrate better academic and social outcomes compared with students in segregated settings.…”

Section: Discussioncontrasting

confidence: 60%

“…Supporters of segregated placements (i.e., settings outside of the general education classroom) for students with ESN claim intensive, systematic instruction is unlikely to be delivered in general education classrooms, and holding students with ESN to the high expectations of the general education environment is potentially embarrassing for students and requires exhaustive effort from teachers (Kauffman et al, 2020). However, researchers found students in self-contained classrooms are less likely to have access to grade-aligned curriculum and receive most of their instruction from non-certified staff (Kurth, Born, & Love, 2016).…”

Section: Educational Placementsmentioning

confidence: 99%

“…Students without disabilities participating in peer support arrangements increased their academic achievement, communication skills, and social interaction skills (e.g., friendships; Travers & Carter, 2022); similarly, students without disabilities taught alongside students with disabilities in general education settings made significant improvements in reading and math (e.g., Cole et al, 2004). Supporters of segregated placements (i.e., settings outside of the general education classroom) for students with ESN claim intensive, systematic instruction is unlikely to be delivered in general education classrooms, and holding students with ESN to the high expectations of the general education environment is potentially embarrassing for students and requires exhaustive effort from teachers (Kauffman et al, 2020). However, researchers found students in self-contained classrooms are less likely to have access to grade-aligned curriculum and receive most of their instruction from non-certified staff (Kurth, Born, & Love, 2016).…”

Section: Educational Placementsmentioning

confidence: 99%

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Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements

Mansouri

Kurth

Turner

et al. 2022

Research and Practice for Persons with Severe Disabilities

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Extending Freeman and Alkin’s review of the literature, this systematic literature review examines the social and academic outcomes of students with extensive support needs (ESN) taught in general education settings compared with those taught in segregated settings. Six comparison design studies were analyzed for contextual factors of educational environments, participants’ characteristics, and outcomes related to social or academic attainment. Results indicate access to the general education classroom with same-age peers is associated with greater academic and social outcomes for students with ESN. There remains a need for improved reporting of participant support needs and demographic information (e.g., SES, nonbinary genders, and race and ethnicity), and a need for improved reporting of potential mediating factors (e.g., contextual factors and personnel) across settings. Detailed implications for future research are provided, particularly as they relate to providing high-quality instruction for students with ESN.

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Section: Discussioncontrasting

confidence: 60%

Section: Educational Placementsmentioning

confidence: 99%

Section: Educational Placementsmentioning

confidence: 99%

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Comparison of Academic and Social Outcomes of Students with Extensive Support Needs Across Placements

Mansouri

Kurth

Turner

et al. 2022

Research and Practice for Persons with Severe Disabilities

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“…One is the centrality (or the pre-eminence) of place over instruction. As [23] put it, "If we have learned anything from the history of the treatment of disability, it is that place itself teaches nothing, is not a reliable predictor of instruction, and is no guarantee of instruction. 'Being there' and being exposed to instruction is not and never has been a reasonable measure of or a guarantee of instruction" (p. 31).…”

Section: Inclusive Education: Pros and Consmentioning

confidence: 99%

Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

Lopes

Oliveira

2021

Education Sciences

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Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.

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“…If a student is judged to have no disability or deficit, then that student inevitably must forego a special program and will receive only that which is provided to all students. Moreover, some students with disabilities need a special, dedicated environment-the LRE chosen from a CAP [12]. Labels and categories are not inherently evil, even when applied to people and their education.…”

Section: Dlmmentioning

confidence: 99%