Loading...
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability
Kurth, Jennifer A. Born, Kiara Love, Hailey
Kurth, Jennifer A.
Born, Kiara
Love, Hailey
Citations
Altmetric:
Abstract
This study investigated educational experiences for students with significant cognitive disability
(SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers
across five high schools and four school districts participated. A time-sampling method was used
to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were
collected and analyzed as well. Results revealed students in these classrooms were often
passively engaged and had few opportunities to learn from rigorous curriculum. Instructors
engaged in few practices known to be effective in supporting the learning of students with SCD.
Finally, the classrooms themselves were often distracting and demonstrated little evidence of
specialized or effective instruction. Implications for teaching and research are included.
Description
Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
SAGE Publications
Collections
Research Projects
Organizational Units
Journal Issue
Keywords
special education, sever disabilities, intellectual disability, self-contained slassrooms
Citation
Kurth, J. A., Born, K., & Love, H. (2016). Ecobehavioral characteristics of selfcontained
high school classrooms for students with severe cognitive disability. Research and
Practice for Persons with Severe Disabilities, 41(4), 227-243.
doi:10.1177/1540796916661492