scholarly journals Teachers' Instructional Competencies for Including Students with Intellectual and Developmental Disabilities in General Education Settings

2019 ◽  
Vol 4 ◽  
Author(s):  
Lauren M. Keaney
Keyword(s):  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
General Education Teachers ◽  
Intellectual And Developmental Disabilities ◽  
Students With Special Needs ◽  
Instructional Competencies ◽  
Education Act ◽  
Low Incidence ◽  
Restrictive Environment

The inclusion of students with disabilities in general education settings has increased particularly since 2004 due to the least restrictive environment provisions outlined in the Individuals with Disabilities Education Act (IDEA). However, research has shown that general education teachers are ill prepared to teach students with disabilities, especially those with severe or low incidence disabilities. The current study explored the knowledge and skills required of general education teachers seeking to include students with intellectual and developmental disabilities (I/DD). We interviewed experienced teachers of students with I/DD to gain insight into such competencies. Participants were three educators (two teachers and one school director) in an elementary school for students with special needs. The participants discussed teaching methods and curriculum considerations relevant to including students with I/DD in general education settings. Data were analyzed utilizing pattern coding to generate categories and larger themes. Discussion and implications of these findings are offered.

scholarly journals Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽  
2017 ◽  
Vol 5 (2) ◽  
pp. 83-93 ◽  
Author(s):  
Mary E. Morningstar ◽  
Jennifer A. Kurth
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Past Research ◽  
Support Needs ◽  
Educational Placement ◽  
General Education Curriculum ◽  
Disabilities Education Act ◽  
Policies And Procedures ◽  
Education Act ◽  
Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Online Learning as a Form of Accommodation

2011 ◽  
pp. 2906-2910
Author(s):  
Terence Cavanaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Online Learning as a Form of Accomodation

2005 ◽  
pp. 2209-2213
Author(s):  
Terence Cavannaugh
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Adult Population ◽  
Department Of Education ◽  
Special Needs Students ◽  
Students With Special Needs ◽  
General Education Teacher ◽  
The Past ◽  
Education Act

An estimated three billion people, representing approximately half of the planet’s population, are in some way affected by disabilities, which includes an estimated 150 million from the United States of America (Half the Planet, 2001). According to the Twenty-Third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2002a), concerning students with special needs between the ages of three and 21, the U.S. and its outlying areas are currently serving educationally more than 6,272,000 students classified as having a disability. The inclusion model, in which a special needs student participates in the “regular” classroom, has become the current classroom education standard. Today’s special needs students have increasing impacts on the general education teacher as, during the past 10 years, the percentage of students with disabilities served in schools and classes with their non-disabled peers has gradually grown to over 90% in 1998 (U.S. Department of Education, 2000b). Because of the large and increasing number of special needs students, assistive educational technology is growing in importance. The population of postsecondary students with disabilities has increased over the past two decades, and currently there are approximately one million persons in postsecondary institutions who are classified as having some form of disability (U.S. Department of Education, 2000b). In 1994, approximately 45% of the adult population who reported having a disability had either attended some college or had completed a bachelor’s degree or higher, as compared to only 29% in 1986 (National Center for Educational Statistics, 1999a).

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

2018 ◽  
Vol 41 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Allison F. Gilmour ◽  
Gary T. Henry
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Fifth Grade ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Classrooms ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

Theory and Implementation of Inclusion

2019 ◽  
pp. 19-42
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

Assistive Technology for the General Education Classroom

2018 ◽  
pp. 132-166
Author(s):  
Richard J. Vigilante Jr. ◽  
MaryPaul B. Hoile
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Students With Disabilities ◽  
Written Language ◽  
Students With Special Needs ◽  
Self Confidence ◽  
Cognitive Limitations ◽  
General Education Classroom ◽  
And Mathematics ◽  
Restrictive Environment

It is the responsibility of schools and educators to utilize appropriate assistive technology to meet the educational needs of students with disabilities within the least restrictive environment. The use of assistive technology enables educators to adapt content and activities within the curriculum to meet the specific needs of students, and it promotes learning, self-confidence, independence, and a higher quality of life for students with special needs. This chapter explores how educators can utilize assistive technology in the general education classroom setting to support students with disabilities, specifically those with sensory, motor, and cognitive limitations. Diverse types of assistive technology devices that students with disabilities can use to overcome barriers to written language, reading, listening, memory, and mathematics are discussed.

Interactions of High School Students With Intellectual and Developmental Disabilities in Inclusive Classrooms

2019 ◽  
Vol 57 (4) ◽  
pp. 307-322 ◽  
Author(s):  
Yun-Ching Chung ◽  
Karen H. Douglas ◽  
Virginia L. Walker ◽  
Rachel L. Wells
Keyword(s):  
High School ◽  
High School Students ◽  
Developmental Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
School Students ◽  
General Educator ◽  
Class Period

Abstract As inclusive opportunities increase for students with disabilities, additional research is needed to examine high school students' classroom interactions. This descriptive study explores the nature of the social interactions of 10 high school students with intellectual and developmental disabilities (IDD) in the general education classroom. Findings from our observations indicated that students with IDD interacted with peers during approximately one out of every four minutes and interacted with the general educator during one out of every 10 minutes, less than their peer comparisons' interactions with peers and teachers. Students with IDD were present (M = 89.9%) and in proximity to peers (M = 71.7%) during the majority of the class period. We discuss additional results along with practical implications, limitations, and future research directions.

Planning Strategies for Students with Special Needs: A Professional Development Activity

2004 ◽  
Vol 11 (3) ◽  
pp. 146-154
Author(s):  
Amy R. Brodesky ◽  
Fred E. Gross ◽  
Anna S. McTigue ◽  
Cornelia C. Tierney
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
National Level ◽  
Learning Needs ◽  
Students With Special Needs ◽  
Development Activity ◽  
Professional Development Activity ◽  
General Education Curriculum ◽  
Education Act

In today's mathematics classrooms, teachers are confronted with an increasing range of learners, including students with special needs. On the national level, 13.2 percent of students have identified disabilities. This translates to 6,195,113 students, a jump of 30 percent from 1990 to 2000 (National Center for Education Statistics 2001). The Individuals with Disabilities in Education Act of 1997 (IDEA) mandates that students with disabilities have access to the general education curriculum. This legislation has led to an increase in the number of students with disabilities who are included in regular education classes. Many classroom teachers feel overwhelmed by the challenges of responding to the learning needs of all their students. We often hear teachers say, “I want all my students to be successful in math, but I'm not sure what to do. I don't have training in special education and I don't have much support.”

Theory and Implementation of Inclusion

2022 ◽  
pp. 37-54
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

AAC and the IEP

2009 ◽  
Vol 18 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Robin Hurd
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Team Member ◽  
General Education Teachers ◽  
Students With Special Needs ◽  
Speech Language Pathologist ◽  
Inclusion Classroom ◽  
Communication Needs ◽  
State Educational ◽  
Iep Team

Abstract The team in IEP team is a necessity for students with complex communication needs. These students need the expertise of each team member to design a custom education that allows them to make progress towards state educational standards and build communication competence across curriculum areas. This article covers the strengths each team member brings to the IEP team. Parents bring a long-term perspective of the student; general education teachers bring their knowledge of what curriculum will be covered in the inclusion classroom; and special education teachers bring their training in working with and making adaptations for students with special needs. The article also focuses specifically on ways the speech-language pathologist contributes information on how language is used across the curriculum. A vital part of the role of the SLP on the IEP team is to pinpoint specific areas of language need and to provide teachers with ways to address those areas of need within their curriculum.

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