Including students with extensive and pervasive support needs

Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell, Diane L. Ryndak

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

Original languageEnglish (US)
Pages (from-to)129-155
Number of pages27
JournalAdvances in Special Education
Volume31
DOIs
StatePublished - 2016

Fingerprint

Students
Education
student
disability
classroom
public law
federal law
general education
trend
education
paradigm
lack
Research

Keywords

  • Extensive and pervasive support needs
  • multi-tiered systems of supports
  • self-determination
  • social ecological models of disability
  • universal design for learning

ASJC Scopus subject areas

  • Education
  • Clinical Psychology

Cite this

Wehmeyer, M. L., Shogren, K. A., Kurth, J. A., Morningstar, M. E., Kozleski, E. B., Agran, M., ... Ryndak, D. L. (2016). Including students with extensive and pervasive support needs. Advances in Special Education, 31, 129-155. https://doi.org/10.1108/S0270-401320160000031009

Including students with extensive and pervasive support needs. / Wehmeyer, Michael L.; Shogren, Karrie A.; Kurth, Jennifer A; Morningstar, Mary E.; Kozleski, Elizabeth B.; Agran, Martin; Jackson, Lewis; Jameson, J. Matt; McDonnell, John; Ryndak, Diane L.

In: Advances in Special Education, Vol. 31, 2016, p. 129-155.

Research output: Contribution to journalArticle

Wehmeyer, ML, Shogren, KA, Kurth, JA, Morningstar, ME, Kozleski, EB, Agran, M, Jackson, L, Jameson, JM, McDonnell, J & Ryndak, DL 2016, 'Including students with extensive and pervasive support needs', Advances in Special Education, vol. 31, pp. 129-155. https://doi.org/10.1108/S0270-401320160000031009
Wehmeyer, Michael L. ; Shogren, Karrie A. ; Kurth, Jennifer A ; Morningstar, Mary E. ; Kozleski, Elizabeth B. ; Agran, Martin ; Jackson, Lewis ; Jameson, J. Matt ; McDonnell, John ; Ryndak, Diane L. / Including students with extensive and pervasive support needs. In: Advances in Special Education. 2016 ; Vol. 31. pp. 129-155.
@article{691cf6de19024ad0825a3bf92a7ea2ce,
title = "Including students with extensive and pervasive support needs",
abstract = "Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.",
keywords = "Extensive and pervasive support needs, multi-tiered systems of supports, self-determination, social ecological models of disability, universal design for learning",
author = "Wehmeyer, {Michael L.} and Shogren, {Karrie A.} and Kurth, {Jennifer A} and Morningstar, {Mary E.} and Kozleski, {Elizabeth B.} and Martin Agran and Lewis Jackson and Jameson, {J. Matt} and John McDonnell and Ryndak, {Diane L.}",
year = "2016",
doi = "10.1108/S0270-401320160000031009",
language = "English (US)",
volume = "31",
pages = "129--155",
journal = "Advances in Special Education",
issn = "0270-4013",
publisher = "JAI Press",

}

TY - JOUR

T1 - Including students with extensive and pervasive support needs

AU - Wehmeyer, Michael L.

AU - Shogren, Karrie A.

AU - Kurth, Jennifer A

AU - Morningstar, Mary E.

AU - Kozleski, Elizabeth B.

AU - Agran, Martin

AU - Jackson, Lewis

AU - Jameson, J. Matt

AU - McDonnell, John

AU - Ryndak, Diane L.

PY - 2016

Y1 - 2016

N2 - Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

AB - Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.

KW - Extensive and pervasive support needs

KW - multi-tiered systems of supports

KW - self-determination

KW - social ecological models of disability

KW - universal design for learning

UR - http://www.scopus.com/inward/record.url?scp=84992665653&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84992665653&partnerID=8YFLogxK

U2 - 10.1108/S0270-401320160000031009

DO - 10.1108/S0270-401320160000031009

M3 - Article

AN - SCOPUS:84992665653

VL - 31

SP - 129

EP - 155

JO - Advances in Special Education

JF - Advances in Special Education

SN - 0270-4013

ER -