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Direct linkAlison L. Zagona; Motoaki Hara; Sheldon Loman; Jennifer A. Kurth; Virginia L. Walker – Research and Practice for Persons with Severe Disabilities, 2025
Positive Behavioral Interventions and Supports (PBIS) is an evidence-based practice that promotes positive academic and behavioral outcomes for all students and is intended to support the needs of all students across three tiers of support. However, research suggests students with complex support needs have limited access to Tier 1 PBIS. Teachers'…
Descriptors: Teacher Attitudes, Positive Behavior Supports, Student Needs, Student Placement
Eric J. Anderson; Matthew E. Brock – Inclusion, 2020
Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that…
Descriptors: Student Placement, Students with Disabilities, Inclusion, Special Classes
Jon Erik Finnvold; Therese Dokken – European Journal of Special Needs Education, 2024
The study analyses variations in school well-being, social inclusion, and academic self-concept in a population of Norwegian children born with a physical disability (N = 311). Overall, the children reported positive experiences regarding their social and emotional inclusion in school but tended to have a more negative experience of their academic…
Descriptors: Foreign Countries, Student Placement, Social Capital, Student Attitudes
Download full textRamberg, Joacim; Watkins, Amanda – FIRE: Forum for International Research in Education, 2020
The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation…
Descriptors: Foreign Countries, Inclusion, Students with Disabilities, Regular and Special Education Relationship
Williamson, Pamela; Hoppey, David; McLeskey, James; Bergmann, Erica; Moore, Hanna – Journal of Special Education, 2020
The least restrictive environment (LRE) mandate suggests a preference for educating students with disabilities in general education settings provided their needs can be met there. This study examined national trends in the educational placements of students with disabilities ages 6 to 17 in the 50 states and the District of Columbia from 1990…
Descriptors: Student Placement, Students with Disabilities, Regular and Special Education Relationship, Inclusion
Correia, Ana; Teixeira, Vitor; Forlin, Chris – School Community Journal, 2021
The aim of this study was to explore home-school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent-school partnerships from prior research, minimal research has been…
Descriptors: Foreign Countries, Family School Relationship, Cooperation, Student Evaluation
Gibson, Patrick; Robles, Ashley – Center for Learner Equity, 2021
This technical brief is part of an ongoing series the Center for Learner Equity (CLE) launched in 2015 that examines the enrollment and experiences of students with disabilities in different school settings. Using the 2017-2018 U.S. Civil Rights Data Collection (CRDC) data released earlier this year, this brief focuses on specialized charter…
Descriptors: Students with Disabilities, Charter Schools, Traditional Schools, Student Experience
