This paper uses qualitative research data and examples from a high school drama class to examine how achieving full learning membership for students with severe disabilities requires teachers, in collaborative and consultative relationships, to provide all students with crucial supports by flexibly working within three inclusion parameters…

This paper argues that communication interventions with individuals with severe disabilities serve the point of ensuring that membership in society is achieved. The paper explores the concept of membership, including the ways in which individuals construct stories that make the communication acts of individuals with severe disabilities commonplace…

This article reanalyzes the principle of partial participation in integrated educational programing for students with severe or profound disabilities. The article presents four "error patterns" in how the concept has been used, some reasons why such error patterns have occurred, and strategies for avoiding these errors. (Author/JDD)

This paper presents a brief history of communication intervention and describes recent developments which have brought about shifts in intervention focus, perspectives, and strategies, especially with people having severe disabilities. In examining how communication is important to a good quality of life, the paper points out that the real point…

The Regular Class Participation System (RCPS) project attempted to develop, implement, and validate a system for placing and maintaining students with severe disabilities in general education classrooms, with a particular emphasis on achieving both social and learning outcomes for students. A teacher-based planning strategy was developed and…