Seventy-five literacy activities of eight middle and high school students with severe disabilities were analyzed in terms of the literacy content, materials used, student engagement, and contexts, including location and instructional arrangement. Coded observations, review of teaching materials, and follow-up teacher interviews and questionnaires…

People with severe disabilities (SD) communicate in complex ways, and their teachers, parents and other involved professionals find it difficult to gain knowledge and share their experiences regarding the person with SD's communication methods. The purpose of this study is to contribute to our understanding of how parents and professionals share…

Background: This study investigated the psychocultural perspectives concerning family quality of life among Brazilian families with children who have severe or profound intellectual disability. Methods: Individual in-depth semi-structured interviews conducted with 15 mothers, selected by convenience, were analysed using a categorical thematic…

Today's teachers, especially the many who work with students with special needs, are pressed to know a little something about everything. Expertise is needed in different content and pedagogical areas, but knowledge of different types of disabilities is required as well. Wendy Murawski and Kathy Lynn Scott have assembled another reader-friendly…

Implementation of medical rehabilitation for children with severe disabilities, arranged by the Social Insurance Institution of Finland, is based on collaboration of the family with several professionals and organizations providing the necessary services. Therefore, it sets special challenges for service provision. Parents' experiences of shared…

Research has demonstrated that people with significant intellectual, developmental, and physical disabilities can indicate clear preferences through methodologically rigorous assessments. Once preferred items have been identified, they can be used to reinforce new behaviors, which can assist in the development of a meaningful learning experience.…

The Common Core State Standards (CCSS) in mathematics were created to help all students become prepared for the demands of future careers and life in an age of technology. Similarly, students with moderate and severe disability will need these skills to meet these changing expectations. Although mathematics instruction could focus on a few of the…

This qualitative study examined EBD teacher experiences through phenomenological research. Data was collated through interviews, a focus group, memos, and field notes. Questions focused on how EBD teachers described their work and the factors that contributed to career longevity. The study was conducted in one self-contained school for students…

This study assessed a technology-aided program (monitoring responding, and ensuring preferred stimulation and encouragements) for promoting physical activity with 11 participants with severe/profound intellectual and multiple disabilities. Each participant was provided with an exercise device (e.g. a static bicycle and a stepper) and exposed to…

While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver instruction aligned to the grade-level mathematics standards for all students, teaching functional skills to students with significant intellectual disabilities remains a predominant practice. The purpose of this study was to explore…

Although positive peer relationships can facilitate the academic learning, skill development, and emotional well-being of students with complex communication challenges, few peer interactions are likely to take place in school settings apart from intentional intervention and support efforts. We conducted a systematic review to identify and examine…

Competence in early numeracy skills highly correlate with success in mathematics in later years; however, many students, including students with moderate and severe disabilities, lack a sound foundation in early numeracy skills. For this population, the gaps in skills widen as students progress through academic years, making it more difficult for…

The purpose of this study was to determine how the needs of students with disabilities are addressed by state coordinators of school-wide positive behavioral interventions and supports (PBIS) during professional development activities on positive behavioral strategies, school-wide systems, and school-wide commitment to the PBIS approach.…

Background: Intensive interaction (II) is a communication approach useful for working with people with severe intellectual disabilities. Health and social care providers offer II training courses to paid carers working in local services with the goal of improving social communication for their clients. Materials and methods: Eight paid carers who…

Children with developmental disabilities are at risk for limited participation in everyday activities. This study investigated factors that hindered or facilitated participation in 58 children with moderate-to-severe developmental disabilities who attended special schools. The parents completed surveys on their children's participation,…