Including students with severe, multiple disabilities in general physical education, Many children with severe disabilities never have the opportunity to try general physical education (GPE) because their Individualized Education Program (IEP) team feels that they will not be successful, will not benefit, or will not be safe. However, there are ways to safely, successfully, and meaningfully include children with severe disabilities in GPE. A model can be designed to make sure the…
Type: Resource HTML
Comparing the Transition Planning, Postsecondary Education, and Employment Outcomes of Students With Intellectual and Other Disabilities, This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their Individualized Education Programs/Transition Plans, contacts/referrals made to outside agencies during…
Type: Resource HTML
Expectations for students with cognitive disabilities: Is the cup half empty or half full? Can the cup flow over?, To make informed decisions about the best instruction and assessments for students with cognitive disabilities, several questions need to be answered. For instance, how many students with cognitive disabilities can be expected to achieve the same level of proficiency as other students? To what extent can we predict who these students are? Can we discern whether a student’s failure to meet…
Type: Resource HTML
Classroom-based versus pullout speech-language intervention: A review of the experimental evidence, A number of experimental or quasi-experimental studies have directly investigated the impact of classroom-based interventions on children’s language outcomes, but relatively few of these have directly compared children’s outcomes for classroom-based models relative to pull-out models of intervention. In this review, in which our goal was to synthesize the available scientific evidence relevant to…
Type: Resource HTML
The relationship between self-determination and academic achievement for adolescents with intellectual disabilities, Previous research has demonstrated that for students with intellectual disabilities, improved self-determination skills are positively correlated with productivity and organization during school and quality of life outcomes in adulthood. Despite extensive investigation in these areas, the predictive relationship between self-determination and academic achievement for students with intellectual…
Type: Resource HTML
In this video, Cheryl Jorgensen, an expert on inclusion for students with the most complex access needs, outlines how authentic and freely chosen social relationships differ from ones in which students without disabilities are compensated for spending time with students with significant cognitive disabilities. This video aligns with the Rubric of Effective Practices from TX CAN Indicator IV:…
Type: Resource General
He cares about me, and I care about him: Children’s experiences of friendship with peers who use AAC, Typically developing children face multiple challenges in developing friendships with peers who have severe physical disabilities and use augmentative and alternative communication (AAC), especially when these peers experience restrictions in mobility, educational participation, physical access, and communication. In this small qualitative study, six typically developing children were interviewed…
Type: Resource HTML
Evidence-based practices for students with severe disabilities, Individuals with moderate and severe developmental disabilities have been offered some of the most rapidly evolving educational services since students with disabilities were first guaranteed a free appropriate public education in 1975 (under PL 94-142). Although schools were not required to provide services prior to the 1970s, schools now must be accountable for ensuring that all students,…
Type: Resource HTML
Predictors of postschool employment outcomes for young adults with severe disabilities, Examined student, family, and school factors (e.g., paid job while in school, self-care skills, social skills) as predictors of employment during the two years following high school. Results indicated having held a paid, community-based job while still in high school was strongly correlated with post-school employment success. In addition, results indicated being male, having independent self-…
Type: Resource HTML
Universal Design for Learning (UDL) and learners with severe support needs, This article presents the Universal Design for Learning (UDL) framework as one way to understand how to support learners with severe disabilities and how to support their access to authentic and appropriate curricula that improves their quality of life. Two key ideas from the UDL framework, (a) understanding learner variability and (b) supporting the expert learner, are reviewed and used to…
Type: Resource HTML
