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    Involvement and Participation of Students with Severe Disabilities in SWPBIS

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    SWPBIS For Posting.pdf (333.7Kb)
    Issue Date
    2018
    Author
    Kurth, Jennifer A.
    Zagona, Alison L.
    Publisher
    SAGE Publications
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Metadata
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    Abstract
    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 support needs (i.e., ‘severe’ disabilities) in this tiered system must be considered. These students remain programmatically and physically separated from general education instruction and activities. Given that SWPBIS is implemented in general education settings and it is designed to support all students, the purpose of this study was to investigate SWPBIS coaches’ perceptions of the involvement of students with extensive support needs in SWPBIS processes and procedures within one state. Findings suggest the coaches believe that students with extensive support needs are physically and programmatically separated from tier one SWPBIS instruction and activities, with few general educators expressing participation in facilitating their involvement. Implications and recommendations for these findings are provided.
    URI
    http://hdl.handle.net/1808/29931
    DOI
    https://doi.org/10.1177/0022466918766523
    Collections
    • Special Education Scholarly Works [297]
    Citation
    Kurth, J. A. & Zagona, A. (2018). Involvement of students with severe disabilities in SWPBIS. The Journal of Special Education, 52, 131-141. doi:10.1177/0022466918766523

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    785-864-8983

    KU Libraries
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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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