Adaptations in General Education Classrooms for Students with Severe Disabilities: Access, Progress Assessment, and Sustained Use

Autor/inn/en	Finnerty, Megan S.; Jackson, Lewis B.; Ostergren, Renee
Titel	Adaptations in General Education Classrooms for Students with Severe Disabilities: Access, Progress Assessment, and Sustained Use
Quelle	In: Research and Practice for Persons with Severe Disabilities, 44 (2019) 2, S.87-102 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919846424
Schlagwörter	Severe Disabilities; Academic Accommodations (Disabilities); Elementary School Students; Mainstreaming; Regular and Special Education Relationship; Student Centered Learning; Teaching Methods; Peer Teaching; Student Participation; Teamwork; Educational Resources; Inclusion; Cooperative Planning; Teacher Collaboration; Evaluation Methods; Sustainability; Kindergarten; Grade 4 + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsmittel; Inklusion; Lehrerkooperation; Nachhaltigkeit; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01