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Including Students with Severe Disabilities (updated July 2002)
What strategies can be used to assist students with severe disabilities in inclusive
settings?
At the present time, students with severe and multiple disabilities are taught in a variety of
settings, from totally segregated to fully inclusive. The doctrine of the least restrictive
environment (LRE), as applied to students with severe and multiple disabilities has usually
resulted in placement in a special education classroom within a regular school. Now an
increasing number of leaders in the field of severe and multiple disabilities are advocating for
full inclusion for these students. Successful collaboration is essential if students are to be fully
included in schools and community settings. Because the students' needs can be extensive,
families, educators, physical and occupational therapists, speech and language pathologists and
medical personnel need to work closely with each other to ensure that students receive an
appropriate and inclusive education. In addition, students without disabilities and community
members need to understand their roles in the collaborative planning process. (From Exceptional Lives: Special Education in Today's Schools, 2nd Edition. Turnbull, Turnbull
and others. Merrill Publishing, Prentice Hall, One Lake Street, Upper Saddle River, NJ
07458)
Following are links to ERIC digests, minibibliographies, frequently asked questions (FAQs), related Internet resources, and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
inclusive schools
AND
severe disabilities OR multiple disabilities
EJ627966 EC627569
Access to the Core Curriculum: Critical Ingredients for Student Success.
Fisher, Douglas; Frey, Nancy
Remedial and Special Education, v22 n3 p148-57 May-Jun 2001
ISSN: 0741-9325
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC2001
The experiences of three students (elementary, middle school, and high-school
students) with significant disabilities who had been members of an urban general
education classrooms for at least 3 years are described. Students were provided
with accommodations and modifications, however, there was a lack of connection
between Individualized Education Programs and curriculum and instruction.
Descriptors: *Academic Accommodations (Disabilities); *Access to Education;
*Curriculum; Elementary Secondary Education; Inclusive Schools; *Individualized
Education Programs; Peer Relationship; Regular and Special Education
Relationship; *Severe Disabilities; Teacher Collaboration; *Urban Schools
EJ617946 EC626252
Peer Interactions and Sociometric Status of High School Students with
Moderate or Severe Disabilities in General Education Classrooms.
Mu, Keli; Siegel, Ellin B.; Allinder, Rose M.
Journal of the Association for Persons with Severe Handicaps, v25 n3 p142-52 Fall 2000
ISSN: 0274-9483
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUN2001
A study examined the social status of six high school students with moderate or
severe disabilities in general education cooking classes. Although no
participants were classified as popular among their peers, the majority obtained
average social status ratings. Students with disabilities were involved in
fewer social interactions than their peers.
Descriptors: Cooking Instruction; *High School Students; *Inclusive Schools;
*Interpersonal Communication; Interpersonal Competence; *Peer Acceptance; Peer
Relationship; *Regular and Special Education Relationship; Secondary Education;
*Severe Disabilities; Social Status; Socialization
EJ617945 EC626251
Useful Practices in Inclusive Education: A Preliminary View of What Experts
in Moderate to Severe Disabilities Are Saying.
Jackson, Lewis; Ryndak, Diane Lea; Billingsley, Felix
Journal of the Association for Persons with Severe Handicaps, v25 n3 p129-
41 Fall 2000
ISSN: 0274-7483
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUN2001
Sixty-five experts in the moderate to severe disabilities field were asked their
opinions on useful inclusive education practices across nine practice
categories. Many of the identified practices require some level of educational
service restructuring, including redefining the roles and functions of special
and regular education teachers and related services personnel.
Descriptors: Educational Innovation; *Educational Strategies; Elementary
Secondary Education; *Inclusive Schools; *Regular and Special Education
Relationship; *Severe Disabilities; *Teacher Role; *Teaching Methods
Identifiers: *Related Servicesand regular education teachers and related services personnel.
EJ614764 EC625997
Inclusion and Classroom Membership in Early Childhood.
Erwin, Elizabeth J.; Guintini, Margaret
International Journal of Disability, Development and Education, v47 n3 p237-
57 Sep 2000
ISSN: 1465-346X
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2001
A study examined classroom membership in an early childhood setting which
included a 3-year-old boy with multiple disabilities. Interpersonal
interactions with peers and practices that contributed to building community are
discussed. Findings revealed that there were deliberate and ongoing efforts to
create a strong sense of community within the classroom.
Descriptors: Attitudes toward Disabilities; *Classroom Environment; Early
Childhood Education; *Inclusive Schools; *Multiple Disabilities; *Peer
Acceptance; Peer Relationship; Preschool Children; *Social Integration; *Student
Behavior
EJ614683 EC625832
Defining School Inclusion for Students with Moderate to Severe Disabilities:
What Do Experts Say?
Ryndak, Diane Lea; Jackson, Lewis; Billingsley, Felix
Exceptionality, v8 n2 p101-16 1999-2000
ISSN: 0936-2835
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAPR2001
Questionnaires completed by 47 experts in the inclusion of students with
disabilities indicate they defined the term "inclusion" to include placement in
natural typical settings, all students together for instruction and learning,
supports and modifications within general education, belongingness and
acceptance, and collaborative integrated service by education teams.
Descriptors: Classification; *Definitions; *Educational Environment; Elementary
Secondary Education; *Inclusive Schools; *Institutional Characteristics;
Questionnaires; *Severe Disabilities; Student Placement
EJ608106 EC625047
Inclusion of Students with Moderate or Severe Disabilities in Educational
and Community Settings: Perspectives from Parents and Siblings.
Gallagher, Peggy A.; Floyd, Julia H.; Stafford, Alison M.; Taber, Teresa A.; Brozovic, Susan A.; Alberto, Paul A.
Education and Training in Mental Retardation and Developmental Disabilities, v35
n2 p135-47 Jun 2000
ISSN: 1079-3917
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC2000
A study investigated parent and sibling perspectives on the inclusion of 21
children with moderate or severe disabilities. Both parents and siblings
believed the children were capable, wanted to have the children around typical
peers as much as possible, and had general satisfaction with the amount and type
of inclusion.
Descriptors: *Attitudes toward Disabilities; Children; Community Programs;
Family Influence; *Inclusive Schools; *Parent Attitudes; Parent Child
Relationship; *Severe Disabilities; *Siblings; *Social Integration
ED432844 EC307327
Returning Students with Severe Disabilities to Inclusionary Settings.
Hilton, Alan
Pages: 23
Publication Date: February 04, 1999
Notes: Paper presented at the Annual International Conference on Mental
Retardation and Other Developmental Disabilities (6th, Maui, HI, February 3-6,
1999).
Available from: EDRS Price MF01/PC01 Plus Postage.
Document Type: Reports--Research (143); Speeches/meeting papers (150)
Journal Announcement: RIEJAN2000
This paper describes the outcomes of 11 California pilot projects designed to
return students with disabilities to public education. A total of 220 students
with severe disabilities who had been previously placed in private sites were
selected to participate based on class communication between the public and
private settings. Service delivery models varied from site to site and included
merging reintegrated students into existing special education classes,
development of new classrooms at a school, and the development of schools within
an existing school. Results of the pilots indicated: (1) 43 percent of the
students who reintegrated into public schools either graduated or were placed in
general education classes, and 12 percent were returned to private school
placements by the local education agency (LEA); (2) each pilot site reported
cost savings from the approaches they instituted that varied from
$90,000 to $466,480; (3) pilot programs reported improved levels of
communication, cooperation, and coordination between the LEAs and the private
sites and increased levels of interaction between the involved public agencies
within the community and the LEAs; and (4) pilot programs reported they felt the
structure of the pilots helped improve parent involvement in the educational
process.
Descriptors: *Cost Effectiveness; Delivery Systems; Educational Attainment;
Educational Cooperation; Elementary Secondary Education; *Graduation; *Inclusive
Schools; Mainstreaming; Models; *Parent Participation; Pilot Projects; Private
Schools; *Severe Disabilities; Student Placement
Identifiers: California
EJ601284 EC623967
Short-Changed in the Name of Socialization? Acquisition of Functional Skills
by Students with Severe Disabilities.
Sandler, Allen G.
Mental Retardation, v37 n2 p148-50 Apr 1999
ISSN: 0047-6765
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJAUG2000
This article reviews research on inclusion of students with severe disabilities
and concludes that greater attention to the acquisition of functional skills may
be necessary if inclusion is to realize its promise as an instructional model
that benefits students across the range of skills areas necessary for
independent adult life.
Descriptors: *Daily Living Skills; Elementary Secondary Education; *Inclusive
Schools; *Independent Living; Instructional Design; Instructional Effectiveness;
Models; *Outcomes of Education; *Severe Disabilities
EJ587804 EC622534
Inclusion: Empirical Guidelines and Unanswered Questions.
Wilson, Barbara A.
Education and Training in Mental Retardation and Developmental Disabilities, v34
n2 p119-33 Jun 1999
ISSN: 1079-3917
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJJAN2000
Guidelines for the inclusion of students with severe disabilities in general
education programs include (1) respecting parent and student preferences
regarding programming; (2) fostering the general-education teacher's sense of
empowerment, control, and support; (3) facilitating friendships among children;
and (4) structuring classrooms to maximize learning for all students.
Descriptors: Classroom Environment; Educational Practices; *Educational
Principles; Elementary Secondary Education; Friendship; Guidelines; *Inclusive
Schools; Mental Retardation; Regular and Special Education Relationship; *Severe
Disabilities; Social Integration; Student Participation
EJ585778 EC622002
Integrating Therapies into the Educational Setting: Strategies for
Supporting Children with Severe Disabilities.
Craig, Susan E.; Haggart, Ann G.; Hull, Karla M.
Physical Disabilities: Education and Related Services, v17 n2 p91-109 Spr
1999
Document Type: Guides--Non-classroom (055); Journal articles (080)
Journal Announcement: CIJDEC1999
Describes the integrated therapy model, a team service delivery system for
students with disabilities. Contrasts this model with the clinical model and
details the integrated model's application to assessment, planning, program
implementation, and monitoring. Sample schedules and forms are included. (DB)
Descriptors: *Delivery Systems; Elementary Secondary Education; Inclusive
Schools; *Integrated Services; Interdisciplinary Approach; Models; *Severe
Disabilities; Student Participation
EJ581414 CS756913
Inclusive Education: Evaluating the Educational Needs and Outcomes of
Students with Severe Disabilities.
Robinson, Kevin; Burnham, Sonja; Rowland, Sidney; Arnold, Mit
Reading Improvement, v36 n1 p35-39 Spr 1999
ISSN: 0034-0510
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJOCT1999
States that including students with severe disabilities in regular classes
provides an opportunity for educators to reflect on the nature and
characteristics of these learners. Asserts that teachers must reevaluate the
process by which they determine learner outcomes. Provides a guide for these
activities and a review of inclusive education.
Descriptors: *Educational Needs; Elementary Secondary Education; *Inclusive
Schools; *Outcomes of Education; *Severe Disabilities
EJ599159 EC622316
The Impact of Typical Peers on the Perceived Happiness of Students with
Profound Multiple Disabilities.
Logan, Kent R.; Jacobs, Heidi A.; Gast, David L.; Murray, Amy Streu;
Daino, Kim; Skala, Chuck
Journal of the Association for Persons with Severe Handicaps, v23 n4 p309-
18 Win 1998
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUL2000
A study evaluated the effect of the type of peer group on behavior associated
with the happiness of five elementary students with profound multiple
disabilities. Results indicated higher levels of happiness behaviors (smiles,
eyes open) with typical peers than with peers with disabilities across all five
students.
Descriptors: *Attitudes toward Disabilities; Elementary Education; *Happiness;
Inclusive Schools; *Peer Acceptance; *Peer Relationship; *Severe Disabilities
EJ581764 EC621096
Supporting Elementary Age Students with Significant Disabilities in General
Education Classrooms: Personal Perspectives on Inclusion.
Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita
Education and Training in Mental Retardation and Developmental
Disabilities, v33 n4 p317-30 Dec 1998
ISSN: 1079-3917
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJOCT1999
Findings of a study in which four elementary general-education teachers
commented on the inclusion of students with significant disabilities within
general-education classrooms indicated that children with disabilities were
described and observed as full classroom members. Difficulties were related to
designing and implementing appropriate and relevant individualized adaptations
and supports.
Descriptors: Elementary Education; *Inclusive Schools; *Individualized
Instruction; *Instructional Effectiveness; Interviews; *Peer Relationship;
*Severe Disabilities; Social Integration; *Teacher Attitudes
Identifiers: *Academic Accommodations (Disabilities)
EJ577342 EC620263
Comparison of General and Special Education Classrooms of Students with
Severe Disabilities.
Helmstetter, Edwin; Curry, Chris A.; Brennan, Margaret; Sampson-Saul,
Melissa
Education and Training in Mental Retardation and Developmental
Disabilities, v33 n3 p216-27 Sep 1998
ISSN: 1079-3917
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJAUG1999
Nine students (age 6-12) with severe disabilities were observed in their general
and special education classrooms using a two-minute time sampling procedure.
General education classrooms provided more instruction, utilized more whole
class instruction, provided a comparable amount of one-to-one instruction,
addressed academic content more, and utilized typical peers more.
Descriptors: *Academic Achievement; Classroom Environment; Educational
Strategies; Elementary Education; *Inclusive Schools; *Instructional
Effectiveness; Regular and Special Education Relationship; *Severe Disabilities;
*Special Classes; *Teaching Methods
EJ577341 EC620262
Instruction for Students with Severe Disabilities in General Education
Settings.
McDonnell, John
Education and Training in Mental Retardation and Developmental
Disabilities, v33 n3 p199-215 Sep 1998
ISSN: 1079-3917
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJAUG1999
Discusses some of the issues associated with effective instruction for students
with severe disabilities enrolled in general education classes. It is argued
that developing a valid technology of instruction will require the field to
reconceptualize our current model of teaching and learning for this group of
students.
Descriptors: Elementary Secondary Education; *Inclusive Schools; Instructional
Effectiveness; *Learning Strategies; Mainstreaming; *Regular and Special
Education Relationship; *Severe Disabilities; *Teaching Methods; Teaching Models
EJ571916 EC619873
In Junior High You Take Earth Science: Including a Student with Severe
Disabilities into an Academic Class.
Siegel-Causey, Ellin; McMorris, Carol; McGowen, Susan; Sands-Buss, Sue
TEACHING Exceptional Children, v31 n2 p66-72 Sep-Oct 1998
Notes: Theme Issue: Inclusive Schools and Schoolwide Achievement.
ISSN: 0040-0599
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAY1999
This case study of a 14-year-old boy with severe disabilities describes the
collaboration of a team of educators who sought to include him in eighth-grade
general-education classes. His inclusion plan included four steps: planning,
selecting classes, accommodating, and collaborating. The accomplishments of the
student's inclusion in earth science is highlighted.
Descriptors: Case Studies; *Educational Planning; Grade 8; *Inclusive Schools;
*Individualized Education Programs; Junior High Schools; *Science Instruction;
*Severe Disabilities; *Teacher Collaboration; Teamwork
Identifiers: *Academic Accommodations (Disabilities)
EJ599144 EC619412
How Teachers Include Students with Moderate and Severe Disabilities in
Elementary Classes: The Means and Meaning of Inclusion.
Janney, Rachel E.; Snell, Martha E.
Journal of the Association for Persons with Severe Handicaps, v22 n3 p159-
69 Fall 1997
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJJUL2000
A study investigated the way general and special educators included six students
with moderate and severe developmental disabilities in five elementary
classrooms. Teachers were found to use an assimilationist approach to
diversity, downplaying the differences between the students with disabilities
and their classmates. Teacher collaboration is discussed.
Descriptors: Acculturation; *Disabilities; Elementary Education; *Inclusive
Schools; *Regular and Special Education Relationship; *Severe Disabilities;
*Teacher Attitudes; Teacher Collaboration; *Teaching Methods
EJ542837 EC616574
Research on Inclusive Educational Programs, Practices, and Outcomes for
Students with Severe Disabilities.
Hunt, Pam; Goetz, Lori
Journal of Special Education, v31 n1 p3-29 Spr 1997
Notes: Special Issue: "Research in Severe Disabilities." For reactions of
Respondents, see EC 616 575.
ISSN: 0022-4669
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJSEP1997
A review of 19 investigations of inclusive educational programs, practices, and
outcomes for students with severe disabilities groups the research into five
categories: (1) parents' attitudes toward educational placement; (2) issues and
practices; (3) costs; (4) educational achievement outcomes; and (5) social
outcomes. Six themes were identified across the studies and offer guidelines
for research and practice.
Descriptors: Academic Achievement; Educational Practices; Elementary Secondary
Education; *Inclusive Schools; *Instructional Effectiveness; Interpersonal
Competence; *Outcomes of Education; Parent Attitudes; Peer Relationship; Program
Costs; *Program Effectiveness; *Severe Disabilities
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