Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors

Martin Agran, Lewis Jackson, Jennifer A. Kurth, Diane Ryndak, Kristin Burnette, Matt Jameson, Alison Zagona, Heather Fitzpatrick, Michael Wehmeyer

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.

Original languageEnglish (US)
JournalResearch and Practice for Persons with Severe Disabilities
DOIs
StateAccepted/In press - Jan 1 2019
Externally publishedYes

Fingerprint

Students
Education
Learning

Keywords

  • access to the general curriculum
  • inclusive practices
  • placement practices
  • severe disabilities

ASJC Scopus subject areas

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

Cite this

Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms : Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors. / Agran, Martin; Jackson, Lewis; Kurth, Jennifer A.; Ryndak, Diane; Burnette, Kristin; Jameson, Matt; Zagona, Alison; Fitzpatrick, Heather; Wehmeyer, Michael.

In: Research and Practice for Persons with Severe Disabilities, 01.01.2019.

Research output: Contribution to journalArticle

@article{e3fdc6d7f26c43efbc1dc531d0cfeda1,
title = "Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors",
abstract = "Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.",
keywords = "access to the general curriculum, inclusive practices, placement practices, severe disabilities",
author = "Martin Agran and Lewis Jackson and Kurth, {Jennifer A.} and Diane Ryndak and Kristin Burnette and Matt Jameson and Alison Zagona and Heather Fitzpatrick and Michael Wehmeyer",
year = "2019",
month = "1",
day = "1",
doi = "10.1177/1540796919878134",
language = "English (US)",
journal = "Research and Practice for Persons with Severe Disabilities",
issn = "1540-7969",
publisher = "Association for Persons with Severe Handicaps",

}

TY - JOUR

T1 - Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms

T2 - Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors

AU - Agran, Martin

AU - Jackson, Lewis

AU - Kurth, Jennifer A.

AU - Ryndak, Diane

AU - Burnette, Kristin

AU - Jameson, Matt

AU - Zagona, Alison

AU - Fitzpatrick, Heather

AU - Wehmeyer, Michael

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.

AB - Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program delivery options, and other variables unrelated to student needs. In light of the benefits associated with inclusive practices for students with severe disabilities, this article examines the foregoing factors to better understand how they affect placement decisions and to identify barriers to implementing at a national level more inclusive placements. The article also addresses systems change solutions, and several new federally funded initiatives that could contribute to authentic changes in placement practices.

KW - access to the general curriculum

KW - inclusive practices

KW - placement practices

KW - severe disabilities

UR - http://www.scopus.com/inward/record.url?scp=85074569894&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85074569894&partnerID=8YFLogxK

U2 - 10.1177/1540796919878134

DO - 10.1177/1540796919878134

M3 - Article

AN - SCOPUS:85074569894

JO - Research and Practice for Persons with Severe Disabilities

JF - Research and Practice for Persons with Severe Disabilities

SN - 1540-7969

ER -