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Direct linkSarah N. Douglas; Ryan Bowles; Joshua Plavnick; Sarah M. Dunkel-Jackson; Tiantian Sun; Atikah Bagawan – Rural Special Education Quarterly, 2024
Paraeducators frequently support children who use augmentative and alternative communication (AAC) but often lack access to effective training opportunities. Similarly, special education teachers are responsible for supervising paraeducators but often lack effective training on AAC and paraeducator supervision. The POWR+ (Prepare the activity and…
Descriptors: Paraprofessional School Personnel, Augmentative and Alternative Communication, Students with Disabilities, Special Education Teachers
Ryan, Joanna; Jameson, J. Matt; Coleman, Olivia Fudge; Eichelberger, Carrie; Bowman, Jessica A.; Conradi, Lyndsey Aiono; Johnston, Susan S.; McDonnell, John – Education and Training in Autism and Developmental Disabilities, 2019
A high-quality education in the social studies is recommended by the National Council for the Social Studies to promote civic competence and democratic participation for school system graduates. Currently, limited empirical information exists to inform social studies instruction for students with significant intellectual disability (SID),…
Descriptors: Severe Intellectual Disability, Inquiry, Social Studies, Teaching Methods
Wermer, Lauryn; Brock, Matthew E.; Seaman, Rachel L. – Focus on Autism and Other Developmental Disabilities, 2018
Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Problems, Communication Strategies
Feldman, Rebecca; Carter, Erik W.; Asmus, Jennifer; Brock, Matthew E. – Exceptional Children, 2016
The authors conducted 324 full-class-length observations of 108 high school students with severe disabilities in general education classes, focusing analyses on how often students were present during class and in proximity to peers without disabilities. Students were not present for a substantial proportion of the classes in which they were…
Descriptors: Severe Disabilities, High School Students, Mainstreaming, Inclusion
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Breitenbach, Marlene M.; Armstrong, Vickie L.; Bryson, Susan E. – International Journal of Inclusive Education, 2013
In this article, we describe an inclusive educational programme for a young boy severely affected by autism. The programme is exemplary not only academically, but also in terms of what children need socially and emotionally. It represents best practices in action. Given the wide agreement about what constitutes best education practices, but the…
Descriptors: Best Practices, Autism, Severe Disabilities, Inclusion
