Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion?
Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school...
| Publicado en: | Focus on Autism & Other Developmental Disabilities Vol. 39; no. 1; pp. 3 - 14 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=175415823&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 175415823 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10883576 FDD jtl: Focus on Autism & Other Developmental Disabilities issn: 10883576 maglogo: Y pubinfo: dt: Mar2024 vid: 39 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 175415823 163904368 175415823 175415823 10.1177/10883576231178268 175415823 ppf: 3 ppct: 11 formats: tig: atl: Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? aug: au: Carter, Erik W. Tuttle, Michael Asmus, Jennifer M. Moss, Colleen K. Lloyd, Blair P. affil: Vanderbilt University, Nashville, TN, USA sug: subj: Students with Disabilities United States Mainstreaming (Education) Intellectual Disability Autism Spectrum Disorder High School Graduates Human Male Female United States Peer Group Interpersonal Relations Academic Performance Descriptive Statistics Comparative Studies Social Behavior Funding Source Male Female ab: Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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