Supporting students with severe disabilities in inclusive schools

A descriptive account from schools implementing inclusive practices

Jennifer A Kurth, Kristin J. Lyon, Karrie A. Shogren

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

Original languageEnglish (US)
Pages (from-to)261-274
Number of pages14
JournalResearch and Practice for Persons with Severe Disabilities
Volume40
Issue number4
DOIs
StatePublished - Dec 1 2015
Externally publishedYes

Fingerprint

Students
Observation
Education
Learning Disorders
Practice Guidelines
Lenses
Teaching
Research

Keywords

  • Inclusion
  • Severe disabilities

ASJC Scopus subject areas

  • Social Psychology
  • Public Health, Environmental and Occupational Health
  • Health Professions(all)

Cite this

@article{ac9609f4128a41e1b2ef9977ed2bb203,
title = "Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices",
abstract = "The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.",
keywords = "Inclusion, Severe disabilities",
author = "Kurth, {Jennifer A} and Lyon, {Kristin J.} and Shogren, {Karrie A.}",
year = "2015",
month = "12",
day = "1",
doi = "10.1177/1540796915594160",
language = "English (US)",
volume = "40",
pages = "261--274",
journal = "Research and Practice for Persons with Severe Disabilities",
issn = "1540-7969",
publisher = "Association for Persons with Severe Handicaps",
number = "4",

}

TY - JOUR

T1 - Supporting students with severe disabilities in inclusive schools

T2 - A descriptive account from schools implementing inclusive practices

AU - Kurth, Jennifer A

AU - Lyon, Kristin J.

AU - Shogren, Karrie A.

PY - 2015/12/1

Y1 - 2015/12/1

N2 - The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

AB - The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

KW - Inclusion

KW - Severe disabilities

UR - http://www.scopus.com/inward/record.url?scp=84960541502&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84960541502&partnerID=8YFLogxK

U2 - 10.1177/1540796915594160

DO - 10.1177/1540796915594160

M3 - Article

VL - 40

SP - 261

EP - 274

JO - Research and Practice for Persons with Severe Disabilities

JF - Research and Practice for Persons with Severe Disabilities

SN - 1540-7969

IS - 4

ER -