Where Students with the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access

Autor/inn/en	Kleinert, Harold; Towles-Reeves, Elizabeth; Quenemoen, Rachel; Thurlow, Martha; Fluegge, Lauren; Weseman, Laura; Kerbel, Allison
Titel	Where Students with the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access
Quelle	In: Exceptional Children, 81 (2015) 3, S.312-328 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563697
Schlagwörter	Severe Mental Retardation; Student Placement; Curriculum; General Education; Augmentative and Alternative Communication; Expressive Language; Correlation; Reading Skills; Reading Achievement; Mathematics Skills; Mathematics Achievement; Self Contained Classrooms; Special Schools; Home Programs; Inclusion; Resource Room Programs; Multiple Disabilities; Autism; Severe Disabilities; Student Characteristics; Surveys; Coding; Teachers; Special Education Teachers; Teacher Attitudes; Federal Legislation; Educational Legislation + Suchen Sie Ihr Suchwort? Schülerpraktikum; Curricula; Lehrplan; Rahmenplan; Allgemein bildendes Schulwesen; Allgemeinbildung; Korrelation; Reading skill; Lesefertigkeit; Leseleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Special school; Sonderschule; Inklusion; Multiple disability; Mehrfachbehinderung; Autismus; Severe disability; Schwerbehinderung; Survey; Umfrage; Befragung; Codierung; Programmierung; Lehrer; Lehrerin; Lehrende; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Bundesrecht; Bildungsrecht; Schulgesetz
Abstract	Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010--2011 school year had access to regular education settings and the extent to which that access correlated with expressive communication, use of an augmentative or alternative communication (AAC) system, and reading and math skill levels. The vast majority (93%) of students were served in self-contained classrooms, separate schools, or home settings, whereas only 7% were served in regular education or resource room placements. There was a significant, positive correlation between expressive communication and reading and math skill levels with increasingly inclusive classroom settings and a significant, negative correlation between use of AAC and more inclusive settings. Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01