Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes

Autor/inn/en	Kuntz, Emily M.; Carter, Erik W.
Titel	Effects of a Collaborative Planning and Consultation Framework to Increase Participation of Students with Severe Disabilities in General Education Classes
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 1, S.35-52 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kuntz, Emily M.) ORCID (Carter, Erik W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796921992518
Schlagwörter	Cooperative Planning; Students with Disabilities; Severe Disabilities; Inclusion; Regular and Special Education Relationship; Learner Engagement; Middle School Students; Teacher Competencies; Student Participation; Teacher Behavior; Middle School Teachers; Special Education Teachers; Intervention; Teacher Collaboration + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Inklusion; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrkunst; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher behaviour; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerkooperation
Abstract	Although many students with severe disabilities are enrolled in general education classrooms, general educators rarely receive strong training and guidance on supporting the academic and social participation of these students. A multiple probe across participants design was used to evaluate the effectiveness of a collaborative planning and consultation framework on the academic engagement of four middle school students with severe disabilities and the instructional behaviors they receive from their general educators. The intervention package increased each focus student's academic engagement with classwide instruction and changed the types of instructional behaviors some general educators directed toward these students. Recommendations are offered for research and practice aimed at engaging general educators in the design and delivery of inclusive interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01