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

4 Scopus citations

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

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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., Jackson, L., Jameson, J. M., McDonnell, J., & 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