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Direct linkColeman, Olivia Fudge; McDonnell, John; Bowman, Jessica; Eichelberger, Carrie; Ryan, Joanna; Conradi, Lyndsey Aiono – Exceptionality, 2023
Teachers' perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education…
Descriptors: Self Contained Classrooms, Special Education Teachers, Teacher Attitudes, Inclusion
Conradi, Lyndsey Aiono; Walker, Virginia L.; McDaid, Patricia; Johnson, Holly N.; Strickland-Cohen, M. Kathleen – Center on Positive Behavioral Interventions and Supports, 2022
In response to two calls for continued research focused on PBIS and students with extensive support needs, researchers from the TIES Center and Center on PBIS conducted this literature review to summarize the current literature. This report summarizes the characteristics of the literature and implications for practice and future research…
Descriptors: Positive Behavior Supports, Severe Intellectual Disability, Program Effectiveness, Intervention
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
