ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Education and Human Sciences: Recent submissions
Now showing items 141-160 of 1670
-
Status of Inclusive Educational Placement for Students with Extensive and Pervasive Support Needs
(American Association on Intellectual and Developmental Disabilities, 2017)Reauthorization of IDEA in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements ... -
Views of Inclusive Education from the Perspectives of Pre-service and Mentor Teachers
(American Association on Intellectual and Developmental Disabilities, 2017)The trend of inclusive education in the U.S.A., and across the globe, is expanding. Consequently, teacher preparation for inclusive practices is thus a necessary consideration for teacher educators worldwide. An important ... -
Schoolwide Positive Behavior Supports and Students with Severe Disability: Where Are We?
(2016)While the number of schools implementing school-wide positive behavior supports (SWPBS) has increased dramatically, the inclusion of students with severe disabilities in these efforts remains negligible. This paper ... -
Inclusion of Students with Significant Disabilities in SWPBS Evaluation Tools
(2017)Students with significant disabilities (intellectual and developmental disabilities) are predominantly educated in separate settings, and tend to have little access to schoolwide positive behavior supports (SWPBS). In ... -
Involvement and Participation of Students with Severe Disabilities in SWPBIS
(SAGE Publications, 2018)With more schools implementing Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) and achieving valued student outcomes associated with these efforts, the inclusion of students with extensive and pervasive ... -
Inclusive Education National Research Advocacy Agenda: A Call to Action
(Sheridan Press, 2016-04-19)The TASH Inclusive Education National Committee responded to Horner and Dunlap’s (2012) call to ensure that future research integrates inclusive values with strong science by developing an inclusive education (IE) national ... -
An investigation of the effects of contingency contracting upon attention to academic task behaviors of preadolescent children referred to a mental health center for diagnosis and evaluation
(University of Kansas, 1971-12-31)The present study was designed to investigate the feasibility of employing a particular behavior modification methodology, contingency contracting, to increase attention to academic task behavior of preadolescent children ... -
Examining National Trends in Educational Placements for Students with Significant Disabilities
(SAGE Publications, 2017)Using the least restrictive environments (LRE) data from annual Reports to Congress, this study examined national trends in placement between 2000-2014 for school-aged students considered to have significant disabilities ... -
The Effect of “Measurable and Rigorous” State Performance Goals for Addressing “FAPE within the LRE for School-Aged Students”
(American Association on Intellectual and Developmental Disabilities, 2013) -
Examination of Disproportionality of Autism in School-Aged Populations in the U.S.
(2013)The purpose of this article is to examine the disproportionality among racial/ethnic groups and states for the disability category of “Autism” as reported to the U.S. Department of Education’s Office of Special Education ... -
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability
(SAGE Publications, 2016)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 ... -
Economic and Demographic Factors Impacting Placement of Students with Autism
(The Council for Exceptional Children, Division on Autism and Developmental Disabilities, 2016)Educational placement of students with autism is often associated with child factors, such as IQ and communication skills. However, variability in placement patterns across states suggests that other factors are at play. ... -
Educational Placement of Students with Autism: The Impact of State of Residence
(SAGE Publications, 2015)Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding ... -
Exploring the Landscape of Inclusion: Profiles of Inclusive versus Segregated School Districts in the United States
(2014)Although inclusive education has been increasing in frequency for students with disabilities in the United States, for many students, the opportunity to be educated with their peers without disabilities continues to be ... -
Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives
(2012)The present study describes teacher (K-12) opinions and practices related to grading and providing modified instruction, assignments, and assessments for students with low-incidence disabilities in inclusive settings. ... -
Parent identity and family-school partnerships: Animating diverse enactments for (special) education decision-making
(American Association on Intellectual and Developmental Disabilities, 2019)Family-school partnerships between family members and school personnel can be successful as well as unproductive for parents who have children and youth with developmental disabilities. This qualitative study sought to ... -
Reframing Teacher Education: Preparing Teachers for Inclusive Education
(2014)Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, ... -
The Persistence of Highly Restrictive Special Education Placements for Students with Low- Incidence Disabilities
(2014)The purpose of this study is to analyze the Least Restrictive Environment (LRE) data that states and U.S. territories report from the Office of Special Education Programs and discuss the status of the most restrictive ... -
Supports Provided to Students with Severe Disabilities in Inclusive Schools: Lessons Learned from Schools Implementing Inclusive Practices
(sheridan press, 2015)The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school ...