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National Center on Deaf-Blindness, 2022
This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about the differences between students with significant cognitive disabilities who have cortical visual impairment (CVI) and those who have other types of visual impairment (VI).…
Descriptors: Intellectual Disability, Visual Impairments, Severe Disabilities, Multiple Disabilities
National Center on Deaf-Blindness, 2022
This brief, co-produced by the National Center on Deaf-Blindness (NCDB) and Accessible Teaching, Learning, and Assessment Systems (ATLAS), provides important information about students with dual sensory loss who also have significant cognitive disabilities, as well as recommendations for identification and implications for instruction. The…
Descriptors: Intellectual Disability, Severe Disabilities, Deaf Blind, Students with Disabilities
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Alicia F. Saunders; Jenny R. Root; Bree A. Jimenez – Inclusion, 2019
There is very limited research on inclusive mathematics instruction for students with extensive support needs (i.e., moderate to severe intellectual disability, autism, multiple disabilities) and this is a critical area of need. The purpose of this article is to propose a framework for mathematics instruction for students with extensive support…
Descriptors: Mathematics Instruction, Students with Disabilities, Intellectual Disability, Autism Spectrum Disorders
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Kurth, Jennifer; Zagona, Alison; Miller, Amanda; Wehmeyer, Michael – Advances in Special Education, 2018
This chapter provides "viewpoints" on the education of learners with extensive and pervasive support needs. That is, students who require the most support to learn, often categorized as having intellectual disability, multiple disabilities, autism spectrum disorder, or related disabilities. The lenses through which we provide these…
Descriptors: Intervention, Students with Disabilities, Student Needs, Multiple Disabilities
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Young, Hannah – International Journal of Developmental Disabilities, 2017
Objectives: Engaging people with profound intellectual and multiple disabilities (PIMD) in relation to issues of bereavement and loss is often seen as a complex therapeutic challenge. The author examines the barriers preventing them from engaging with the grieving process in supported ways. Methods: Through the lens of Worden's Tasks of Grief…
Descriptors: Barriers, Grief, Severe Disabilities, Intellectual Disability
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Brock, Matthew E.; Schaefer, John M.; Seaman, Rachel L. – Theory Into Practice, 2020
Supporting agency can be complex and challenging, especially when teaching students with severe disabilities (i.e., students with intellectual disability, autism, and/or multiple disabilities who are eligible for their state's alternate assessment). In this article, we compare Bandura's model of agency with constructs from the severe disabilities…
Descriptors: Self Determination, Severe Disabilities, Students with Disabilities, Student Empowerment
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Dana R. Reinecke – Journal of the American Academy of Special Education Professionals, 2019
Self-management is an effective, well-researched set of strategies for increasing, decreasing, and maintaining one's own behavior. Self-management strategies have been shown to be effective in supporting students with disabilities, with the ultimate outcome of greater independence. Self-prompting, an important step in self-management, has become…
Descriptors: Prompting, Self Management, Learning Strategies, Educational Technology
Council of Chief State School Officers, 2019
The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…
Descriptors: Disabilities, English Language Learners, Language Proficiency, Student Needs
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Quigney, Theresa A. – Journal of School Counseling, 2017
The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular…
Descriptors: Disabilities, School Counselors, Counselor Role, Goal Orientation
National Dissemination Center for Children with Disabilities, 2012
Every year, under the federal law known as the Individuals with Disabilities Education Act (IDEA), millions of children with disabilities receive special services designed to meet their unique needs. Early intervention services are provided through the state to infants and toddlers with disabilities under three years of age and their families. For…
Descriptors: Disabilities, Educational Legislation, Equal Education, Federal Legislation