2024-03-29T11:30:54Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/111442018-02-26T18:12:31Zcom_1808_267col_1808_16904
Beck, Joni
Broers, Janet
Hogue, Elonda
Shipstead, Jacque
Knowlton, H. Earle
2013-05-14T21:03:15Z
2013-05-14T21:03:15Z
1994
Beck, J., Broers, J., Hogue, E. Shipstead, J. and Knowlton, H.E. (1994) Strategies for functional community-based instruction and inclusion of children with mental retardation. TEACHING Exceptional Children, 26.2, 44-48.
http://hdl.handle.net/1808/11144
en_US
openAccess
Strategies for functional community-based instruction and inclusion of children with mental retardation
Article
oai:kuscholarworks.ku.edu:1808/110242018-02-23T19:40:08Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Bouda, Daniel J.
Lenz, B. Keith
Bulgren, Janis A.
Schumaker, Jean B.
Deshler, Donald D.
2013-04-15T21:55:57Z
2013-04-15T21:55:57Z
2000
Bouda, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. Don't water down: Enhance content learning through the unit organizer routine. Teaching Exceptional Children, 32(3), 48-57.
http://hdl.handle.net/1808/11024
The writer considers a content enhancement routine called the unit organizer routine. This routine focuses on how a teacher introduces, builds, and gains closure on a content area unit's critical ideas and information. In terms of content, teachers can use the unit organizer to help students understand where they have been, where they are, and where they are going. Teachers use a visual device called the unit organizer to introduce and teach the information in a unit. They follow a set of instructional steps, called linking steps, that are embedded within an instructional sequence called the cue-do-review sequence during the interactive presentation of the unit organizer. A discussion of each of these critical components is provided.
en_US
openAccess
High school
Teaching methods
Lesson plans
Unit method of teaching
Don't water down: Enhance content learning through the unit organizer routine
Article
oai:kuscholarworks.ku.edu:1808/315362021-03-05T16:53:01Zcom_1808_1260com_1808_267col_1808_1952col_1808_16904
Bross, Leslie Ann
2021-02-27T22:05:51Z
2021-02-27T22:05:51Z
2019-08-31
http://dissertations.umi.com/ku:16723
http://hdl.handle.net/1808/31536
Young adults with autism spectrum disorder (ASD) often experience barriers to competitive integrated employment. The complex problem of unemployment and lack of positive postsecondary employment experiences of individuals with ASD is described. The use of video modeling (VM) is presented as one means to enhance employment experiences for this population. Video modeling literature specific to improving employment skills of young adults with ASD is reviewed. A meta-analysis was conducted to evaluate the methodological rigor of included studies using the Council for Exceptional Children’s (2014) Standards for Evidence-Based Practices in Special Education. Effects of VM interventions were evaluated using Tau-U. Results of the meta-analysis revealed strong effects for VM, but most studies occurred in contrived or school-based employment settings rather than competitive settings. The purpose of this study was to evaluate the efficacy of VM to enhance customer service skills of young adults with ASD employed in community employment settings. Five young adults with ASD, ages 18-26, who were competitively employed or participating in work-based learning experiences participated. A multiple baseline across behaviors single case design methodology was used. Verbalization of greeting, service, and closing phrases contextualized to the different employment settings served as the target behaviors. A measure, the Observer Impression Scale, was developed to evaluate qualities of voice, timing, body language, and appropriate statements when spoken phrases were used. Co-workers, job coaches, and supervisors applied the VM intervention during the generalization condition. Maintenance probes were conducted at two- and four-weeks following intervention cessation. Social validity of the VM intervention was assessed via questionnaires. Results indicated a functional relation between VM and verbalization of job-specific customer service phrases for all participants. Quality of delivery of the phrases also improved as measured by the Observer Impression Scale. Satisfaction with the VM intervention was overall high for young adults and their co-workers, job coaches, and supervisors. Maintenance varied across and within participants. Employment specialists, supervisors, vocational rehabilitation counselors, and other relevant stakeholders can consider VM a viable intervention to support social communication skills of individuals with ASD in community employment settings.
en
openAccess
Copyright held by the author.
Special education
Vocational education
autism spectrum disorder
community instruction
employment
transition
video modeling
Effects of Video Modeling on Customer Service Skills of Young Adults with Autism in Community Employment Settings
Dissertation
oai:kuscholarworks.ku.edu:1808/109492018-02-26T19:26:28Zcom_1808_267col_1808_16904
Lieber, Joan
Hanson, Marci J.
Beckman, Paula J.
Odom, Samuel L.
Sandall, Susan L.
Schwartz, Ilene S.
Horn, Eva
Wolery, Ruth
2013-04-04T21:49:37Z
2013-04-04T21:49:37Z
2000
Lieber, Joan, Hanson, Marci J., Beckman, Paula J., Odom, Samuel L., Sandall, Susand R., Scwartz, Ilene S., Horn, Eva M., Wolery, Ruth. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67, 1, 83-98.
http://hdl.handle.net/1808/10949
en_US
openAccess
Key influences on the initiation and implementation of inclusive preschool programs
Article
oai:kuscholarworks.ku.edu:1808/130342018-02-26T18:24:02Zcom_1808_267col_1808_16904
Kozleski, Elizabeth B.
Goor, Mark
2014-02-10T15:04:03Z
2014-02-10T15:04:03Z
1998-03-01
Kozleski, E. B. & Goor, M. (1998). Inservice training day: It’s not an us and them thing. Intervention, 33, 253-255. http://dx.doi.org/10.1177/105345129803300409
http://hdl.handle.net/1808/13034
10.1177/105345129803300409
openAccess
Inservice Training Day: It’s not an us and them thing
Article
oai:kuscholarworks.ku.edu:1808/60582018-12-19T17:09:58Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_382col_1808_8220col_1808_16904
Park, Jiyeon
Turnbull, Ann P.
Turnbull, H. Rutherford, III
2010-03-25T15:33:58Z
2010-03-25T15:33:58Z
2002
Park, J. Turnbull, A.P., & Turnbull, H.R. (2002). Impacts of poverty on quality of life in families of children with disabilities. Exceptional Children, 68(2), 151-170.
http://hdl.handle.net/1808/6058
en_US
openAccess
Impacts of Poverty on Quality of LIfe in Families of Children with Disabilities
Article
oai:kuscholarworks.ku.edu:1808/111842018-12-21T18:07:38Zcom_1808_267col_1808_16907col_1808_16904
Cho, Hyun-Jeong
Kingston, Neal Martin
2013-05-21T21:38:11Z
2013-05-21T21:38:11Z
2011
Cho, Hyun-Jeong and Kingston, Neal M. (2011) Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards. Exceptional Children, 78.1, 58-72.
http://hdl.handle.net/1808/11184
This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered. [ABSTRACT FROM AUTHOR]
en_US
openAccess
Capturing Implicit Policy from NCLB Test Type Assignments: Analysis of Characteristics and Performance of Students Taking Alternate Assessments Based on Modified Achievement Standards
Article
oai:kuscholarworks.ku.edu:1808/111412018-02-26T18:14:02Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Gillespie, Ellen B.
Turnbull, Ann P.
2013-05-14T20:28:38Z
2013-05-14T20:28:38Z
1983
Gillespie, Ellen B. and Turnbull Ann P. (1983) Involving Students in the Planning Process. TEACHING Exceptional Children, 16.1, 27-29.
http://hdl.handle.net/1808/11141
en_US
openAccess
Involving Students in the Planning Process
Article
oai:kuscholarworks.ku.edu:1808/111672018-02-26T18:15:44Zcom_1808_267col_1808_16904
Meyen, Edward L.
Hieronymus, Albert N.
2013-05-20T20:21:35Z
2013-05-20T20:21:35Z
1970
Edward, Meyen L. and Hieronymus, Albert N. (1970) The Age of Placement of Academic Skills in Curriculum for the EMR. Exceptional Children, 36.5, 333-339.
http://hdl.handle.net/1808/11167
Abstract: The purpose of this study was to investigate the importance and age placement of certain operationally defined skill objectives relative to instructional programs for the educable mentally retarded and to compare the behavior of pupils in special classes with that of a representative sample. The basic skill areas included vocabulary, reading, language mage, punctuation, capitalization, spelling, arithmetic problem solving, arithmetic concepts, and work-study skills. Each skill was illustrated and operationally defined by a test item designed to specify the behavior required of the pupil and the difficulty of tin skill. In all, 204 samples of behavior were studied. The importance of emphasizing academic skills in instructional programs for the EMR was assessed through the use of a specially designed inventory of skills. The inventory was submitted to 2 groups of fudges for evaluation. The illustrative items were also organized into experimental tests and administered to 1,405 EMR children between the ages of 9 and IB and to a representative sample of pupils in grades 3 through 8.
en_US
openAccess
The Age of Placement of Academic Skills in Curriculum for the EMR
Article
oai:kuscholarworks.ku.edu:1808/299182020-10-13T14:42:02Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
2020-01-24T16:23:55Z
2020-01-24T16:23:55Z
2015
Kurth, J. A. (2015). Educational placement of students with autism: The
impact of state of residence. Focus on Autism and Other Developmental Disabilities,
30, 249-256. doi:10.1177/1088357614547891
http://hdl.handle.net/1808/29918
10.1177/1088357614547891
https://orcid.org/0000-0002-5947-7642
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 formulas, to determine their potential
influence on placement outcomes. Findings reveal that considerable variations exist
among states in placing students with ASD in inclusive, mainstreaming, self-contained,
and separate schools, suggesting that external to the child factors play a major role in
educational placement decisions. Further, states in the Eastern US tend to have more
restrictive placement rates than states in the Western US. State special education funding
was found to have a minimal impact on placement outcomes.
openAccess
Educational Placement of Students with Autism: The Impact of State of Residence
Article
oai:kuscholarworks.ku.edu:1808/109412018-02-23T19:18:16Zcom_1808_267col_1808_16904
Meyen, Edward L.
Yang, Chien Hui
2013-04-03T21:08:00Z
2013-04-03T21:08:00Z
2005
http://hdl.handle.net/1808/10941
This study on barriers to online staff development for classroom teachers was conducted as part
of the planning activities of a delivery models project designed to develop guidelines for
implementing large-scale online staff development programs. The study involved engaging 54
general and special educators in several professional roles from nine states in a series of focus
groups to identify the barriers to online staff development. An instrument was designed to rank
order the barriers in terms of perceived significance. Twenty-two barriers were identified. This
project was in follow-up to the Online Academy (H029K73002) funded by the Office of Special
Education Programs in the U.S. Department of Education (OSEP/USDOE).
en_US
openAccess
Barriers to Implementing Large-Scale Online Staff Development Programs for Teachers
Article
oai:kuscholarworks.ku.edu:1808/60542018-02-23T19:07:06Zcom_1808_377com_1808_238com_1808_267col_1808_380col_1808_16904
Sailor, Wayne
Stowe, Matthew J.
2010-03-24T20:54:14Z
2010-03-24T20:54:14Z
2003
Sailor, W., & Stowe, M. (2003). The relationship of inquiry to public policy. Research & Practice for Persons with Severe Disabilities, 28(3), 148-152.
http://hdl.handle.net/1808/6054
en_US
openAccess
The Relationship of Inquiry to Public Policy
Article
oai:kuscholarworks.ku.edu:1808/140742022-06-08T17:00:35Zcom_1808_267col_1808_16904
Jiménez-Silva, Margarita
Cheatham, Gregory A.
Gomez, Laura
2014-06-16T16:48:28Z
2014-06-16T16:48:28Z
2013
Margarita Jiménez-Silva, Gregory A. Cheatham, Laura Gomez. (2013). "Views from Inside a Pediatric Clinic: How Arizona's Political Climate Has Impacted Arizona's Youngest Latino Learners." Association of Mexican American Educators Journal. http://amaejournal.asu.edu/index.php/amae/article/view/126
http://hdl.handle.net/1808/14074
It is critical that we examine impacts that recent immigration policies such as SB1070 are having on Arizona’s youngest Latino learners.The large number of Latinos under the age of five, and the impact that this upcoming generation of Latinos will have on all aspects of life in Arizona merits a closer look. In this qualitative study, we examined the perspectives of five adults working in an Arizona pediatric clinic (i.e., “Pediatrics Plus”). The themes of fear and community tension which arose throughout the interview data demonstrate that the health of our youngest learners as well as their access and ability to attend extended learning opportunities provided by community partners such as Pediatrics Plus, is being impacted by the wider anti-immigrant policies in Arizona. By taking a comprehensive approach using Bronfenbrenner’s ecological theory to examine the health and enrichment opportunities of Arizona’s youngest learners and how recent policies can impact young learner’s development, we can work with other stakeholders to improve their opportunities for healthier minds and bodies, for academic success, and for a brighter future.
openAccess
Views from Inside a Pediatric Clinic: How Arizona's Political Climate Has Impacted Arizona's Youngest Latino Learners
Article
oai:kuscholarworks.ku.edu:1808/257212018-01-19T09:02:52Zcom_1808_267col_1808_16904
Waitoller, Federico R.
Kozleski, Elizabeth B.
Gonzalez, Taucia
2018-01-18T21:39:20Z
2018-01-18T21:39:20Z
2016-01-12
Waitoller, F., Kozleski, E. B., & Gonzalez, T. (2016). Professional inquiry for inclusive education: Learning across and within institutional and professional boundaries. School Effectiveness and School Improvement. 27, 62-79. DOI: 10.1080/09243453.2014.908929.
http://hdl.handle.net/1808/25721
10.1080/09243453.2014.908929
We examined how an inquiry group composed of a university professor, 3 doctoral students, and a grade-level team of 7th- and 8th-grade teachers negotiated their collaborative work. This effort resulted in the development of a 2-week unit that tapped into students’ out-of-school knowledge. Our research question asked how learning occurs within a boundary practice formed by university and middle school participants. We used analytical tools from Grounded Theory to analyze videos of meetings between university and school personnel, field notes, and meeting artifacts. Participants engaged in a dance in which boundaries among institutions and professions were sustained and challenged. The inquiry project became an open-ended learning zone in which all participants sought and gave support in joint action, expanding the mutual understandings of the object of their work. We recommend developing relational agency (Edwards, 2007) to engage in inquiry projects for inclusive education.
openAccess
Inclusive education
Inquiry
Professional learning
Professional inquiry for inclusive education: Learning across and within institutional and professional boundaries.
Article
oai:kuscholarworks.ku.edu:1808/299092020-07-24T14:13:39Zcom_1808_267col_1808_16904
Toews, Samantha Gross
Kurth, Jennifer A.
Miller, Amanda L.
Lockman Turner, Elissa
2020-01-22T20:30:11Z
2020-01-22T20:30:11Z
2020
Toews, S. G., Miller, A. L., Kurth, J. A., & Lockman-Turner, E. (2020, In process). Unit co-planning for academic and college and career readiness in inclusive secondary classrooms. Submitted to: Teaching Exceptional Children.
http://hdl.handle.net/1808/29909
https://orcid.org/0000-0002-5947-7642
https://orcid.org/0000-0002-0644-2948
Access to quality general education instruction that includes academic and non-academic skills is a right for all children. To accomplish this, it is necessary to provide tools that foster collaborative planning for student success. The Unit Co-Planning Guide (UCPG) has been designed for secondary general and special educators to use during co-planning meetings. The teachers using this guide will (a) outline the essential academic and non-academic content of the unit, (b) integrate aspects of Universal Design for Learning (UDL) into instruction, (c) promote self-determination through goal-setting and choice-making, and (d) identify material, peer, and adult supports that will facilitate meaningful participation and progress in general education curricula for all students. Teachers must focus on creating access to inclusive general education settings and meaningful supports for 21st century college and career readiness (CCR) skills for all students, particularly students with extensive support needs. By bringing general and special educators together to plan, they can better support diverse and inclusive classrooms.
OpenAccess
Copyright 2020, The Authors.
Inclusive education
Collaborative planning
Universal Design for Learning
Significant disabilities
College and career readiness
Unit co-planning for academic and college and career readiness in inclusive secondary classrooms
Article
oai:kuscholarworks.ku.edu:1808/109402019-04-12T14:40:18Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Lane, Kathleen Lynne
2013-04-03T20:58:05Z
2013-04-03T20:58:05Z
2012
Lane, K. L.. (2012). Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial. University of Chicago Press, 113, 4-9160-191.
http://hdl.handle.net/1808/10940
This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all students (Tier 1), would improve story or opinion essay writing among students with and without behavioral challenges, and whether differential effects existed. SRSD instruction was effective for both groups of students in terms of genre elements and quality. Students without challenging behaviors made greater gains than those with challenging behaviors on some outcome measures. Teachers implemented SRSD with fidelity; SRSD was viewed as socially valid by teachers and students. No results were found for academic engaged time or overall level of behavioral problems. Finally, students' cognitive capabilities were a weak and inconsistent predictor of SRSD writing gains.
en_US
openAccess
Tier one teacher-implemented self-regulated strategy development for students with and without behavior challenges: A randomized controlled trial
Article
oai:kuscholarworks.ku.edu:1808/62442018-02-23T18:35:09Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_6158col_1808_8220col_1808_16904
Blue-Banning, Martha
Turnbull, Ann P.
Pereira, Lourdes
2010-05-28T15:39:17Z
2010-05-28T15:39:17Z
2000
Blue-Banning, M., Turnbull, A.P., & Pereira, L. (2000). Group Action Planning as a support strategy for Hispanic families: Parent and professional perspectives. Mental Retardation, 38(2), 262-275. http://dx.doi.org/10.1352/0047-6765(2000)038<0262:GAPAAS>2.0.CO;2
http://hdl.handle.net/1808/6244
10.1352/0047-6765(2000)038<0262:GAPAAS>2.0.CO;2
en_US
openAccess
Group Action Planning as a Support Strategy for Hispanic Families: Parent and Professional Perspectives
Article
oai:kuscholarworks.ku.edu:1808/299212020-10-13T14:47:31Zcom_1808_267col_1808_16904
Marks, Susan Unok
Kurth, Jennifer A.
2020-01-24T16:40:27Z
2020-01-24T16:40:27Z
2013
Marks, S. U. & Kurth, J.A. (2013). Examination of disproportionality of autism in school-aged populations. The Journal of the International Association of Special Education 14, 9-21
http://hdl.handle.net/1808/29921
https://orcid.org/0000-0002-5947-7642
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 Programs (OSEP). Over the past decade, a variety of sources indicated a dramatic increase in the number of students receiving special education services under this category. In this article, statewide variations amongst each of the racial/ethnic groups are explored along with a discussion of possible reasons for these variations.
openAccess
Examination of Disproportionality of Autism in School-Aged Populations in the U.S.
Article
oai:kuscholarworks.ku.edu:1808/110362018-02-26T19:44:56Zcom_1808_267col_1808_16904
Kellems, Ryan Owen
Morningstar, Mary E.
2013-04-16T19:02:33Z
2013-04-16T19:02:33Z
2010
Kellems, Ryan O. & Morningstar, Mary E. (2010) Tips for Transition. TEACHING Exceptional Children, 43(2), 60-68.
http://hdl.handle.net/1808/11036
The article focuses on the best practices solicited by the Division on Career Development & Transition (DCDT) for the student to adult life transition planning for youth with disabilities. The DCDT launched an effort to identify field-based transition practices used by practitioners, reviewed them, and confirmed their category based on the five broad areas of Kohler's Taxonomy for Transition Planning including student-focused planning, interagency collaboration, and family involvement. The tips include initiating a transition process with realistic goals not later than the ninth and tenth grade, organizing a peer monitoring group, and creating a discovery profile for each student.
en_US
openAccess
Tips for Transition
Article
oai:kuscholarworks.ku.edu:1808/257222018-01-19T09:03:46Zcom_1808_267col_1808_16904
Kozleski, Elizabeth B.
2018-01-18T21:40:22Z
2018-01-18T21:40:22Z
2017-01-03
Kozleski, E. B. (2017). The uses of qualitative research: Powerful methods to inform evidence-based practice in education. Research & Practice for Persons with Severe Disabilities, 1-14.
http://hdl.handle.net/1808/25722
10.1177/1540796916683710
This article offers a rationale for the contributions of qualitative research to evidence-based practice in special education. In it, I make the argument that qualitative research encompasses the ability to study significant problems of practice, engage with practitioners in the conduct of research studies, learn and change processes during a study, and provide expansive data sets that help clarify both independent and dependent variables. Qualitative methodologies can shape and advance important questions of educational practice and policy. The concern with the degree to which qualitative research can contribute to the research base may be a reflection of the degree to which our field as a whole adequately prepares its researchers to understand and engage in high-quality qualitative research that adheres to benchmarks for internal and external validity from inception through dissemination of results.
openAccess
Disabilities
Qualitative research
Evidence-based practice
Improvement science
The uses of qualitative research: Powerful methods to inform evidence-based practice in education.
Article
oai:kuscholarworks.ku.edu:1808/111402018-02-26T19:51:46Zcom_1808_267col_1808_16904
Skrtic, Thomas M.
2013-05-14T20:14:10Z
2013-05-14T20:14:10Z
1988
Skrtic, Thomas M. (1988) Expanding and enriching the special education discourse: A Response to the Executive Director's Editorial Commentaries. Exceptional Children, 54.5, 475-476.
http://hdl.handle.net/1808/11140
en_US
openAccess
Expanding and enriching the special education discourse: A Response to the Executive Director's Editorial Commentaries
Article
oai:kuscholarworks.ku.edu:1808/239692018-01-31T20:07:52Zcom_1808_267com_1808_1260col_1808_16904col_1808_1951
Swogger Cantwell, Emily Dawn
2017-05-08T01:19:37Z
2017-05-08T01:19:37Z
2015-08-31
http://dissertations.umi.com/ku:14056
http://hdl.handle.net/1808/23969
Nation-wide schools are moving towards multi-tiered systems of support in an effort to prevent and reduce students’ academic, behavioral and social challenges. In an effort to support schools with primary prevention or Tier 1, a project was designed in partnership with a school in a Midwest district to provide professional learning on evidence-based classroom management and instructional strategies. This paper presents the findings of a project, Managing Challenging Behaviors in Tiered Systems of Support: A Book Study, designed to support school-site faculty and staff in learning about the importance of addressing students’ academic, behavioral, and social needs in an integrated fashion. In this paper, we focus on one middle school’s journey as they conducted a book study, Managing challenging behaviors in schools: Research-based strategies that work (Lane, Menzies, Bruhn, & Crnobori, 2011), aimed at increasing their knowledge, confidence, and use of research-based strategies and practices.
en
openAccess
Copyright held by the author.
Education
Special education
Secondary education
Classroom Mangagement
Comprehensive
Integrated
Three-Tiered Models of Prevention
Instructional Strategies
Low- Intensity Supports
Professional Development
Examining teachers' knowledge, confidence, and use of classroom management and instructional strategies: A book study
Thesis
oai:kuscholarworks.ku.edu:1808/60692018-12-19T17:13:51Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_383col_1808_8220col_1808_16904
Reichard, Amanda
Turnbull, H. Rutherford, III
2010-03-26T14:30:40Z
2010-03-26T14:30:40Z
2004
Reichard, A., & Turnbull, H.R. (2004). Perspectives of physicians, families, and case managers concerning access to health care by individuals with Developmental Disabilities. 43 (3), 181-194. http://dx.doi.org/10.1352/0047-6765(2004)42<181:POPFAC>2.0.CO;2
http://hdl.handle.net/1808/6069
10.1352/0047-6765(2004)42<181:POPFAC>2.0.CO;2
en_US
openAccess
Perspectives of Physicians, Families, and Case Managers Concerning Access to Health Care by Individuals with Developmental Disabilities
Article
oai:kuscholarworks.ku.edu:1808/324192022-01-18T09:01:03Zcom_1808_267col_1808_16904
Palmer, Susan B.
Fleming, Kandace K.
Horn, Eva M.
Butera, Gretchen D.
Lieber, Joan A.
2022-01-17T21:49:00Z
2022-01-17T21:49:00Z
2018-06-01
Susan B. Palmer, Kandace K. Fleming, Eva M. Horn, Gretchen D. Butera, Joan A. Lieber; Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework. Inclusion 1 June 2018; 6 (2): 110–126. doi: https://doi.org/10.1352/2326-6988-6.2.110
http://hdl.handle.net/1808/32419
10.1352/2326-6988-6.2.110
PMC8248448
Progress monitoring in inclusive preschool classrooms should describe all children's progress towards general curriculum outcomes and individual children's unique outcomes or IEP goals. This research study used the Children's School Success+ Curriculum Framework (CSS+ Curriculum Framework) and progress monitoring process to assess the outcomes of 73 children on these dimensions. Children's progress monitoring data were analyzed within groupings based on instructional need level (i.e., low, medium, or high) in academic content and social domains. Progress monitoring findings for both the academic and social support level of need groups showed significant progress pre- to posttest on most academic outcomes, but some variation with less consistent gains within the social emotional domain. Goal attainment scaling data demonstrated children's gains toward achieving their social goals (individualized education program [IEP] or specific learning goals) were at the expected level between 50% and 71% of the time. Academic-focused goal attainment was at or above the expected level of between 54% and 76% of the time, based on the learning grouping. Teacher implementation of CSS+ Curriculum Framework appeared to impact change in classroom and instructional practices pre-post intervention.
openAccess
Preschool
Progress monitoring
Special education
Goals
Progress Monitoring in Inclusive Preschools: Using Children's School Success+ Curriculum Framework
Article
oai:kuscholarworks.ku.edu:1808/296082020-10-13T21:30:46Zcom_1808_267col_1808_16904
Oakes, Wendy Peia
Lane, Kathleen Lynne
Royer, David J.
Cantwell, Emily D.
2019-09-20T16:13:02Z
2019-09-20T16:13:02Z
2017-08-02
Oakes, W. P., Lane, K. L., Cantwell, E. D., & Royer, D. J. (2017). Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations. Journal of Applied School Psychology, 33(4), 369-393
http://hdl.handle.net/1808/29608
10.1080/15377903.2017.1345813
https://orcid.org/0000-0002-3533-8293
https://orcid.org/0000-0001-6364-838X
https://orcid.org/0000-0003-2882-1049
There is a priority for schools to address students’ social and emotional needs as we do academic learning. Tiered models of prevention provide a framework for teaching social skills and behavioral expectations, as well as academics, with positive, proactive, evidence-based practices. Central to responding to students’ needs is accurate measurement of their performance. Systematic screening for behavior addresses this need. Practical considerations and recommendations are offered for school leadership teams as they plan for using systematic behavior screening as a regular school practice. The paper was framed within tiered models of prevention, however, screening practices may be used outside of tiered models provided structures are in place for responding to student needs when detected. Content is offered to guide school leadership teams as they undertake systematic behavior screening efforts.
Key words: systematic behavior screening, K-12, tiered prevention models
openAccess
Copyright 2017 Taylor & Francis
K-12
systematic behavior screening
tiered prevention models
Systematic Screening for Behavior in K–12 Settings as Regular School Practice: Practical Considerations and Recommendations
Article
oai:kuscholarworks.ku.edu:1808/212122018-12-06T19:30:00Zcom_1808_267col_1808_16904
Annamma, Subini
Eppolito, Amy
Klingner, Janette K.
Boele, Amy
Boardman, Alison
Stillman-Spisak, Stephanie J.
2016-07-28T17:56:46Z
2016-07-28T17:56:46Z
2011-12
Annamma, S., Eppolito, A., Klingner, J., Boele, A., Boardman, A., & Stillman-Spisak, S. (2011). Collaborative strategic reading: Fostering success for all. Voices from the Middle, 19(2), 27-32.
http://hdl.handle.net/1808/21212
openAccess
Collaborative Strategic Reading: Fostering Success for All
Article
oai:kuscholarworks.ku.edu:1808/279682019-08-27T18:09:08Zcom_1808_1260com_1808_267col_1808_1952col_1808_16904
Xie, Jingrong
2019-05-18T18:38:02Z
2019-05-18T18:38:02Z
2018-08-31
http://dissertations.umi.com/ku:16143
http://hdl.handle.net/1808/27968
Existing literature indicated that supporting the executive function skills (EFs) and learning strategies of students with disabilities (SWDs) during the learning process is important for improving the persistence and success of those students in post-secondary Science, Technology, Engineering, and Mathematics (STEM) education. This study investigated the integration of academic coaching on a mobile technology platform to support the EFs and learning strategies necessary for the success of SWDs in post-secondary STEM. Universal Design for Learning (UDL) (CAST, 2011) was utilized as the conceptual framework to guide this study. A parallel mixed methods study was used to collect data to identify students’ perceptions on features of this mobile EF coaching to support individual EFs, personal participation outcomes for this mobile EF coaching support, and the differences between this mobile EF coaching support and other types of support services for those students in postsecondary STEM education. A total of seven participants completed the mobile coaching study. The pre/post-test results and the analysis of qualitative content showed improved EFs and learning strategies/skills for those students. Two levels of coding were used to analyze the qualitative data. The implications and limitations of the study were discussed, and recommendations were made for future research and practice.
en
openAccess
Copyright held by the author.
Educational technology
Design
Executive Functioning Coaching
Mobile
Post- Secondary STEM Education
Students with and without Disabilities
On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education
Dissertation
oai:kuscholarworks.ku.edu:1808/62382018-02-23T18:51:15Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
Lattimore, Jennifer
Jorgenson, Jean D.
Palmer, Susan B.
Thompson, E.
Schumaker, K. M.
2010-05-27T21:54:11Z
2010-05-27T21:54:11Z
2003
Wehmeyer, M.L., Lattimore, J., Jorgenson, J.D., Palmer, S.P., Thompson, E., & Schumaker, K.M. (2003). The self-determined career development model: A pilot study. Journal of Vocational Rehabilitation, 19, 79-87
http://hdl.handle.net/1808/6238
Objectives: The purpose of this study was to examine the impact of a model to enable Vocational Rehabilitation (VR) counselors and others to support VR consumers to self-regulate problem solving to enable them to set career and job goals, and design, implement and evaluate progress toward their goal(s).
Study design: The study occurred in the context of a local VR office with five consumers with disabilities who were receiving VR services. The study utilized a multiple-baseline across subjects design. Participants worked through the support model to set a job or career goal and to design an action plan to reach that goal. Once baseline data were collected, all participants implemented their action plan and data were collected to determine progress toward that goal.
Results: All participants, except one, made progress toward his or her goal and indicated satisfaction with the process.
Conclusions: Findings support the potential of this model to increase VR consumers' capacity to self-direct problem solving and goal setting activities related to getting a job.
en_US
openAccess
The Self-Determined Career Development Model: A Pilot Study
oai:kuscholarworks.ku.edu:1808/296362019-10-25T08:00:43Zcom_1808_267col_1808_16904
Saatcioglu, Argun
Skrtic, Thomas M.
2019-10-16T14:21:24Z
2019-10-16T14:21:24Z
2019-07
Saatcioglu, Argun and Thomas M. Skrtic. 2019. “Categorization by Organizations: Race, Manipulation of Mild Disability Categories in a Racially Desegregated School District.” American Journal of Sociology 125:184-260.
http://hdl.handle.net/1808/29636
10.1086/703957
We propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high status majority-white disability category. The district complied, but it also allowed whites to migrate to a low status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high status categories, but these categories suffer in value as dominant groups reaffiliate with previously low status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism.
openAccess
Categorization by Organization: Manipulation of Disability Categories in a Racially Desegregated School District
Article
oai:kuscholarworks.ku.edu:1808/307982020-10-22T08:01:11Zcom_1808_267col_1808_16904
Palmer, Susan B.
Fleming, Kandace K.
Summers, Jean Ann
Erwin, Elizabeth J.
Maude, Susan P.
Brotherson, Mary Jane
Stroup-Rentier, Vera
Haines, Shana J.
Zheng, Yuzhu Z.
Peck, Nancy F.
Wu, Hsiang-Yi
2020-10-21T15:15:54Z
2020-10-21T15:15:54Z
2019-03-08
Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. Y. (2019). Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study. Advances in neurodevelopmental disorders, 3(2), 188–196. https://doi.org/10.1007/s41252-019-00106-0
http://hdl.handle.net/1808/30798
10.1007/s41252-019-00106-0
https://orcid.org/0000-0002-6221-8529
PMC7370312
Foundations for self-determination begin in early childhood for children with disabilities with the onset of self-regulation and engagement in activities at home, school, and in the community. This article describes the development and preliminary results of an intervention model that encourages collaborative practices for parents and teachers around short-term goal setting to adjust environments for young children with special needs or at risk for delay. The Foundations Intervention was used with 48 children in authentic early childhood settings and involved parents, teachers, and a facilitator to enhance children’s self-regulation and engagement at home and school. Results showed feasibility of the intervention; positive child outcomes in goal attainment, self-regulation, and engagement measures were also evident. When parents and teachers communicated about a child’s strengths and needs within routines at home and school, this appeared to strengthen parent and teacher connections and helped children become more engaged or regulated in daily activities.
openAccess
Copyright © 2019, Springer Nature
Self-determination
Goal setting
Preschool special education
Families
Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study
Article
oai:kuscholarworks.ku.edu:1808/62292018-02-23T19:03:33Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
2010-05-26T20:31:41Z
2010-05-26T20:31:41Z
1998
Wehmeyer, M.L. (1998). Self-determination and individuals with significant disabilities: Examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 23(1), 5-16. http://dx.doi.org/10.2511/rpsd.23.1.5
http://hdl.handle.net/1808/6229
10.2511/rpsd.23.1.5
en_US
openAccess
Self-Determination and Individuals with Significant Disabilities: Examining Meanings and Misinterpretations
Article
oai:kuscholarworks.ku.edu:1808/132582018-02-26T18:26:56Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Mastergeorge, Ann M.
2014-03-19T16:36:43Z
2014-03-19T16:36:43Z
2012
Kurth, J.A. & Mastergeorge, A. (2012). Instructional Contexts for Adolescents with Autism: Impact of Educational Setting. Journal of Special
Education, 46(1), 36-48. http://dx.doi.org/10.1177/0022466910366480
http://hdl.handle.net/1808/13258
10.1177/0022466910366480
The present study describes the instructional contexts and activities of adolescents with autism in inclusive and self-contained settings for mathematics and language arts instruction using a descriptive statistics design. In the study, 15 adolescents with autism, and 30 peers of these students, participated. All students were observed over the school year in 50-min intervals each during math and language arts instruction to document student participation in learning situations as well as learning partners, curriculum usage, and instructional formats for students with and without autism in different education settings. Findings indicate between-group differences for those adolescents participating in inclusive and self-contained settings, notably the amount of time spent on breaks and engaged in curricular activities, although differences between students with autism and their peers were not significant. Implications and future directions are discussed.
openAccess
Autism
Inclusion
Adolescence
Academic
Instructional Contexts for Adolescents with Autism: Impact of Educational Setting
Article
oai:kuscholarworks.ku.edu:1808/109882018-02-23T19:37:50Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Lee, Suk-Hyang
Palmer, Susan B.
Turnbull, Ann P.
Wehmeyer, Michael L.
2013-04-09T21:46:48Z
2013-04-09T21:46:48Z
2006
Lee, S.H, Palmer, S.B., Turnbull, A.P., & Wehmeyer, M.L. (2006) A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children With Disabilities. TEACHING Exceptional Children, 38(3), 36-41.
http://hdl.handle.net/1808/10988
en_US
openAccess
A Model for Parent-Teacher Collaboration to Promote Self-Determination in Young Children With Disabilities
Article
oai:kuscholarworks.ku.edu:1808/111462018-02-26T18:14:50Zcom_1808_267col_1808_16904
Meyen, Edward L.
2013-05-14T21:10:48Z
2013-05-14T21:10:48Z
1990
Meyen, Edward L. (1990) Quality Instruction for Students with Disabilities. TEACHING Exceptional Children, 22.2, 12-13.
http://hdl.handle.net/1808/11146
en_US
openAccess
Quality Instruction for Students with Disabilities
Article
oai:kuscholarworks.ku.edu:1808/110372018-12-18T21:00:54Zcom_1808_267col_1808_16904
Smith, Sean Joseph
Martin, Kerri F.
Lloyd, John Wills
2013-04-16T19:32:24Z
2013-04-16T19:32:24Z
1998
Smith, Sean J., et al. (1998) Preparing prospective teachers on the web. TEACHING Exceptional Children, 30(5), 60-65.
http://hdl.handle.net/1808/11037
Part of a special issue on the use of the World Wide Web in special education. The writers describe how they have started to integrate the Internet and World Wide Web into preservice teacher education in the hope of expanding the instructional use of technology in special education classrooms.
en_US
openAccess
Preparing prospective teachers on the web
Article
oai:kuscholarworks.ku.edu:1808/109832018-02-26T19:39:34Zcom_1808_267col_1808_16904
Shogren, Karrie A.
Wehmeyer, Michael L.
Palmer, Susan B.
Soukup, Jane Helen
Little, Todd D.
Garner, Nancy
Lawrence, Margaret
2013-04-09T19:55:50Z
2013-04-09T19:55:50Z
2007
Shogren, K.A., Wehmeyer, M.L, et al. (2007) Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73(4), 488-509.
http://hdl.handle.net/1808/10983
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self determination were examined using structural equation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, but not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students' self-reported level of self-determination, but the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice.
en_US
openAccess
Examining individual and ecological predictors of the self-determination of students with disabilities
Article
oai:kuscholarworks.ku.edu:1808/109822018-02-23T19:34:58Zcom_1808_267col_1808_16904
Soukup, Jane Helen
Wehmeyer, Michael L.
Bashinski, Susan
Bovaird, James A.
2013-04-09T19:47:21Z
2013-04-09T19:47:21Z
2007
Soukup, J.H., Wehmeyer, M.L., et al. (2007) Classroom Variables and Access to the General Curriculum for Students With Disabilities. Exceptional Children, 74(1), 101-120.
http://hdl.handle.net/1808/10982
This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.
en_US
openAccess
Classroom Variables and Access to the General Curriculum for Students With Disabilities
Article
oai:kuscholarworks.ku.edu:1808/109532018-02-23T19:26:39Zcom_1808_267col_1808_16904
Bulgren, Janis A.
Carta, Judith J.
2013-04-05T17:18:35Z
2013-04-05T17:18:35Z
1992
Bulgren, J.A. & Carta, J.J. (1992). Examining the instructional contexts of students with learning disabilities. Exceptional Children, (59) 3, 182-192.
http://hdl.handle.net/1808/10953
This literature review focuses on methodologies, instruments, and findings from research on the instructional contexts of elementary and secondary students with learning disabilities. The review covers the time that students were engaged in different activities in different settings, interactions between teachers and students, and students' classroom behavior. (Author/JDD)
en_US
openAccess
Elementary secondary education
Examining the instructional contexts of students with learning disabilities
Article
oai:kuscholarworks.ku.edu:1808/60642018-12-19T17:13:28Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_382col_1808_8220col_1808_16904
Wang, Mian
Turnbull, Ann P.
Summers, Jean Ann
Little, Todd D.
Poston, Denise J.
Mannan, Hasheem
Turnbull, H. Rutherford, III
2010-03-25T15:58:37Z
2010-03-25T15:58:37Z
2004
Wang, M., Turnbull, A.P., Summers, J.A., Little, T.D., Poston, D.J., Mannan, H., & Turnbull, R. (2004). Severity of disability and income as predictors of parents’ satisfaction with their family quality of life during early childhood years. Research & Practice for Persons with Severe Disabilities, 29(2), 82-94.
http://hdl.handle.net/1808/6064
https://orcid.org/0000-0001-6209-2586
https://orcid.org/0000-0003-3232-6390
en_US
openAccess
Severity of Disability and Income as Predictors of Parents' Satisfaction with Their Family Quality of Life During Early Childhood Years.
Article
oai:kuscholarworks.ku.edu:1808/111002018-02-26T18:09:57Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Deshler, Donald D.
Schumaker, Jean B.
2013-05-08T21:36:45Z
2013-05-08T21:36:45Z
1986
Deshler, Donald D. and Schumaker, Jean B. (1986) Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents, 52.6, 583-590.
http://hdl.handle.net/1808/11100
ABSTRACT: As mildly handicapped students move from elementary to secondary school, they
are expected to deal with increased curricular demands. The University of Kansas Institute for
Research in Learning Disabilities has designed and validated a set of task-specific learning
strategies as an instructional alternative for these students. Learning strategies teach students
"how to learn" so that they can more effectively cope with increased curriculum expectations.
en_US
openAccess
Learning Strategies: An Instructional Alternative for Low-Achieving Adolescents
Article
oai:kuscholarworks.ku.edu:1808/62212018-02-23T18:52:51Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
Bolding, Nancy
2010-05-25T20:43:16Z
2010-05-25T20:43:16Z
2001
Wehmeyer, M.L., & Bolding, N. (2001). Enhanced self-determination of adults with mental retardation as an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45, 1-13
http://hdl.handle.net/1808/6221
en_US
openAccess
Enhanced Self-Determination of Adults with Mental Retardation as an Outcome of Moving to Community-based Work or Living Environments
Article
oai:kuscholarworks.ku.edu:1808/62172018-02-23T18:53:56Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
Palmer, Susan B.
2010-05-24T18:35:29Z
2010-05-24T18:35:29Z
2003
Wehmeyer, M.L., & Palmer, S.B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131-144.
http://hdl.handle.net/1808/6217
en_US
openAccess
Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination
Article
oai:kuscholarworks.ku.edu:1808/111482018-02-26T19:54:13Zcom_1808_267col_1808_16904
Simpson, Janice A.
Simpson, Richard L.
2013-05-14T21:24:15Z
2013-05-14T21:24:15Z
1975
Simpson, Janice A. and Simpson, Richard L. (1975) Novel reinforcement in a token economy system. TEACHING Exceptional Children, 8.1, 51-52.
http://hdl.handle.net/1808/11148
en_US
openAccess
Novel reinforcement in a token economy system
Article
oai:kuscholarworks.ku.edu:1808/61272018-12-19T17:10:15Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_387col_1808_8220col_1808_16904
Santelli, Betsy
Markey, Ursula
Johnson, Agnes
Turnbull, H. Rutherford, III
Turnbull, Ann P.
2010-04-07T20:53:39Z
2010-04-07T20:53:39Z
2001
Santelli, B., Markey, U., Johnson, A., Turnbull, R., & Turnbull, A. (2001). The evolution of an unlikely partnership between researcher and culturally diverse families: Lessons learned. TASH Newsletter, March/April.
http://hdl.handle.net/1808/6127
en_US
openAccess
The Evolution of an Unlikely Partnership Between Researcher and Culturally Diverse Families: Lessons Learned
oai:kuscholarworks.ku.edu:1808/60532018-12-19T17:12:25Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_380col_1808_8220col_1808_16904
Turnbull, H. Rutherford, III
Beegle, Gwen
Stowe, Matthew J.
2010-03-24T20:50:25Z
2010-03-24T20:50:25Z
2001
Turnbull, H.R., Beegle, G., & Stowe, M.J. (2001). The core concepts of disability policy affecting families who have children with disabilities. Journal of Disability Policy Studies, 12(3), 133-143. http://dx.doi.org/10.1177/104420730101200302
http://hdl.handle.net/1808/6053
10.1177/104420730101200302
en_US
openAccess
The Core Concepts of DIsability Policy Affecting Families who have Children with Disabilities
Article
oai:kuscholarworks.ku.edu:1808/226392018-12-14T16:27:25Zcom_1808_267col_1808_16904
Algozzine, Bob
Sweeney, Holly Morsbach
Choi, Jeong Hoon
Horner, Robert H.
Sailor, Wayne
McCart, Amy B.
Satter, Allyson
Lane, Kathleen Lynne
2017-01-18T18:44:38Z
2017-01-18T18:44:38Z
2016-02-01
Algozzine, B., H. Morsbach Sweeney, J. H. Choi, R. Horner, W. Sailor, A. B. Mccart, A. Satter, and K. L. Lane. "Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool." Journal of Psychoeducational Assessment (2016): n. pag.
http://hdl.handle.net/1808/22639
10.1177/0734282915626303
U.S. public education systems are required to provide free appropriate public education to students with disabilities in least restrictive environments that are appropriate to meet their individual needs. The practice of educating students with disabilities in neighborhood schools in age-appropriate general education classrooms and other school settings to meet this requirement has come to be known as “inclusive education.” The longstanding interest in keeping students with disabilities in the same classrooms with their neighbors and peers has created a need for reform to establish equity in America’s schools. Schoolwide Integrated Framework for Transformation (SWIFT) is a whole-system school reform model provided through a national technical assistance center that addresses core features of inclusive education support for elementary and middle schools, particularly those that are chronically low performing and those serving students with the most extensive needs. We describe the development and preliminary technical adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT) as a means to document the extent to which schools are implementing inclusive education. Findings provide preliminary support for trained assessors using SWIFT-FIT as a valid and reliable instrument to produce evidence that describes the extent to which schools install, implement, and sustain these evidence-based practices. Researchers and other school personnel can use these data to evaluate the impact of implementation on progress as well as important student and other outcomes.
openAccess
Copyright SAGE Publications
Inclusion
Inclusive education
School reform
Treatment integrity
Assessment
Development and Preliminary Technical Adequacy of Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool
Article
oai:kuscholarworks.ku.edu:1808/299122020-10-13T14:45:49Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Lyon, Kristin
Shogren, Karrie A.
2020-01-24T15:39:55Z
2020-01-24T15:39:55Z
2015
Kurth, J. A., Lyon, K. J., & Shogren, K. (2015). Supports provided to students with severe
disabilities in inclusive schools: Lessons learned from schools implementing inclusive
practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274.
doi:10.1177/1540796915594160
http://hdl.handle.net/1808/29912
10.1177/1540796915594160
https://orcid.org/0000-0002-5947-7642
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 reform research and practice. Eighteen K-8 students with severe
disabilities in six schools recognized for their implementation of inclusive practices were
observed in a variety of school settings and activities. An appreciative inquiry lens was applied
to these observations. The observation records were descriptively analyzed and organized
around seven themes related to the practices used by the schools to support students with severe
disabilities: (a) the teaching arrangement (who was providing instruction); (b) the type of
engagement the student demonstrated during the activity; (c) the types of general classroom
supports that were available during the observations; (d) the types of student supports that were
provided to the student during the observation; (e) the type of work or activity the student was
performing; (f) the interactions the student had with others; and (g) the choices provided the
student. Findings provide information on the implementation of inclusive education for students
with severe disabilities by reflecting contemporary best practices for inclusive education as well
as identifying areas of need.
openAccess
inclusion
severe disabilities
Supports Provided to Students with Severe Disabilities in Inclusive Schools: Lessons Learned from Schools Implementing Inclusive Practices
Article
oai:kuscholarworks.ku.edu:1808/299452020-10-13T14:58:29Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Miller, Amanda L
Toews, Samantha Gross
Gross, Megan
Collier, Amber
Ventura, Tori
2020-01-28T15:46:17Z
2020-01-28T15:46:17Z
2020
Kurth, J. A., Miller, A. L., Toews, S. G., Gross, M., Collier, A., & Ventura, T. (2020).
An exploratory study using participation plans for inclusive social studies instruction. DADD
Online Journal, 6, 158-176.
http://hdl.handle.net/1808/29945
https://orcid.org/0000-0002-5947-7642
Limited research exists on teaching social studies content, including intervention research, in
inclusive settings for students with intellectual and developmental disabilities. The purpose of
this exploratory project was to evaluate the use of participation plans for supporting students
with intellectual and developmental disabilities in inclusive high school social studies
classrooms. The study addressed two questions: (1) To what extent can students with IDD learn
prioritized social studies content and skills in inclusive secondary settings? and (2) How do
participation plans support students in learning prioritized social studies content and skills in
inclusive general education settings? A university research team supported a public high school
staff to employ a single-case, multiple baseline design across prioritized skills (knowledge of
content, vocabulary, and summarization) and participants. Results showed students’ correct
responses increased across prioritized skills after the team began using the participation plans.
This discreet intervention exhibits promise for school staff (i.e., teachers, paraprofessionals)
needing mediating tools for effective inclusive education. We discuss implications for future
research and practice.
openAccess
inclusive education
social studies
developmental disability
intellectual disability
autism
An Exploratory Study Using Participation Plans for Inclusive Social Studies Instruction
Article
oai:kuscholarworks.ku.edu:1808/130322018-02-26T18:19:09Zcom_1808_267col_1808_16904
Goodwin, Laura
Kozleski, Elizabeth B.
Muth, Rodney
Rhodes, Lynn K.
White, Kim
2014-02-07T20:51:09Z
2014-02-07T20:51:09Z
2005-12-01
Goodwin, L., Kozleski, E., Muth, R., Rhodes, L., & White, K. (2006). Establishing a Center to Support Faculty Research. Innovative Higher Education, 30, 4, 251-268.http://dx.doi.org/10.1007/s10755-005-8347-z
http://hdl.handle.net/1808/13032
10.1007/s10755-005-8347-z
This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources, and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at this point in the Center's development, and possibilities for the evolution of the Center.
openAccess
Faculty research support
Faculty productivity
Research center
Establishing a Center to Support Faculty Research
Article
oai:kuscholarworks.ku.edu:1808/60602018-02-23T18:21:38Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_382col_1808_8220col_1808_16904
Turnbull, Ann P.
2010-03-25T15:41:25Z
2010-03-25T15:41:25Z
2004
Turnbull, A.P. (2004). “Wearing two hats”: Morphed perspectives on family quality of life. Mental Retardation, 42(5), 383-399. http://dx.doi.org/10.1352/0047-6765(2004)42<383:PAWTHM>2.0.CO;2
http://hdl.handle.net/1808/6060
10.1352/0047-6765(2004)42<383:PAWTHM>2.0.CO;2
en_US
openAccess
President's Address 2004: "Wearing Two Hats": Morphed Perspectives on Family Quality of Life
Article
oai:kuscholarworks.ku.edu:1808/272802018-11-10T09:01:18Zcom_1808_1260com_1808_267col_1808_1952col_1808_16904
Fortner, Virginia L.
2018-11-09T14:12:03Z
2018-11-09T14:12:03Z
1984
http://hdl.handle.net/1808/27280
openAccess
This work is in the public domain and is available for users to copy,
use, and redistribute in part or in whole. No known restrictions apply to the
work.
Generalization of creative productive thinking training to intermediate grade learning disabled children’s written expression
Dissertation
oai:kuscholarworks.ku.edu:1808/109472018-02-23T19:23:51Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Summers, Jean Ann
Hoffman, Lesa
Marquis, Janet
Turnbull, Ann P.
Poston, Denise J.
Lord Nelson, Louise G.
2013-04-04T21:05:48Z
2013-04-04T21:05:48Z
2005
Summers, Jean Ann, Hoffman, Lesa, Marquis, Janet, Turnbull, Ann P., Poston, Denise, Nelson, Louise Lord. (2005). Measuring the quality of family-professional partnerships in special education services. Exceptional Children, 72, 1, 65-82.
http://hdl.handle.net/1808/10947
One difficulty in monitoring the quality of family-professional partnerships has been
the lack of a psychometrically acceptable and sufficiently general instrument with which to assess
them. The current work describes the development of the Family-Professional Partnership Scale,
which assesses parents' perceptions of the importance of and their satisfaction with family-professional
partnerships. Indicators were constructed from qualitative research on families with children
with and without disabilities, and the scale was refined across two field tests that included families
with children with a wide range of ages and disability types and severity. Both the 18-item overall
scale and the two 9-item subscales demonstrated excellent psychometric properties. The possible uses
of this scale in future research and service delivery are discuss
en_US
openAccess
Measuring the quality of family-professional partnerships in special education services
Article
oai:kuscholarworks.ku.edu:1808/109442018-02-26T19:21:04Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Deshler, Donald D.
Schumaker, Jean B.
2013-04-03T22:02:04Z
2013-04-03T22:02:04Z
1993
Deshler, Donald D. and Schumaker, Jean B.. (1993). Strategy Mastery by At-Risk Students: Not a Simple Matter. Elementary School Journal, 94, 153-167.
http://hdl.handle.net/1808/10944
Teachers have succeeded in teaching at-risk students,
including those with learning disabilities,
to master and apply complex learning strategies.
The majority of this instruction has been provided
in resource rooms or other remedial settings
where intensive and systematic instruction
has been possible. Increasingly, teachers in regular
classrooms are being asked to provide learning
strategy instruction to diverse classes that
include students with disabilities. This expectation
presents many challenges to the classroom
teacher, including the creation of an instructional
balance between content and strategies instruction
while at the same time ensuring both the
interest and growth of all students in an academically
diverse class. In this article we review
the results of a line of programmatic research on
learning strategies instruction that has been conducted
on students with learning disabilities.
From this research, a set of instructional principles
about how to teach learning strategies to
at-risk students has emerged. These principles
and implications for teaching strategies to at-risk
students in regular classrooms are presented.
en_US
openAccess
Strategy Mastery by At-Risk Students: Not a Simple Matter
Article
oai:kuscholarworks.ku.edu:1808/59002018-12-19T17:11:13Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_5897col_1808_8220col_1808_16904
Turnbull, Ann P.
Zuna, Nina
Hong, Joo Young
Hu, Xiaoyi
Kyzar, Kathleen
Obremski, Emily Shea
Summers, Jean Ann
Turnbull, H. Rutherford, III
Stowe, Matthew J.
2010-02-18T20:19:46Z
2010-02-18T20:19:46Z
2010
Turnbull, A. Zuna, Nina; Hong, Joo Young; Hu, Xiaoyi; Kyzar, Kathleen; Obremski, Shea; Summers, Jean Ann; Turnbull, Rud; and Stowe, Matt. (2010) Knowledge-to-Action Guides: Preparing Families to Be Partners in Making Educational Decisions. Teaching Exceptional Children, v. 42, no.3 pp. 42-53.
http://hdl.handle.net/1808/5900
openAccess
Knowledge-to-Action Guides: Preparing Families to Be Partners in Making Educational Decisions
Article
oai:kuscholarworks.ku.edu:1808/62392018-02-26T19:19:37Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Hughes, Carolyn
Copeland, Susan R.
Agran, Martin
Wehmeyer, Michael L.
Rodi, Michael S.
Presley, Judith A.
2010-05-28T14:49:40Z
2010-05-28T14:49:40Z
2002
Hughes, C., Copeland, S.R., Agran, M., Wehmeyer, M.L., Rodi, M.S., & Presley, J.A. (2002). Using self-monitoring to improve performance in general education high school classes. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 262-272
http://hdl.handle.net/1808/6239
en_US
openAccess
Using Self-Monitoring to Improve Performance in General Education High School Classes
Article
oai:kuscholarworks.ku.edu:1808/261412018-05-02T20:01:36Zcom_1808_1260com_1808_267col_1808_1952col_1808_16904
Knackstedt, Kimberly
2018-03-09T22:03:48Z
2018-03-09T22:03:48Z
2017-12-31
http://dissertations.umi.com/ku:15701
http://hdl.handle.net/1808/26141
https://orcid.org/0000-0001-5175-4863
Seclusion and restraint are aversive behavioral practices used in schools for control and punishment. The practices were first used in psychiatric hospitals as a means of control over patients. Eventually, the practices began being used in schools alongside other aversive and exclusionary discipline practices, including corporal punishment, suspension, and expulsion. Limited research has explored the connection between policies governing the use of seclusion and restraint and practices in schools. Grounded in organizational theory, this study analyzes the impact of policies on seclusion and restraint practice in 18 states through a multi-phase analysis. The first phase of the analysis explored trends in practices across the U.S. related to discipline, seclusion and restraint, and inclusion of students with disabilities using geo-mapping. After identifying the 18 states for further review, the second phase used a quantitative analysis to identify predictors of seclusion and restraint in each state and with pooled data of all the selected states. The final phase reviewed policies from each of the 18 states on seclusion and restraint to identify similarities and differences. The findings suggest that seclusion and restraint practices will not disappear from the repertoire of teachers simply through policies and mandatory prevention. However, gradual steps must be taken to connect stakeholders and shift from a culture of discipline and control to prevention and inclusion. Policy and research must be utilized as levers to make this change possible.
en
openAccess
Copyright held by the author.
Special education
Education policy
discipline
education
policy
restraint
seclusion
seclusion and restraint
Seclusion and Restraint in Schools: Connecting Research, Policy, and Practice
Dissertation
oai:kuscholarworks.ku.edu:1808/62332018-02-26T19:02:46Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
Bolding, Nancy
2010-05-27T21:07:47Z
2010-05-27T21:07:47Z
1999
Wehmeyer, M.L., & Bolding, N. (1999). Self-determination across living and working environments: A matched samples of study of adults with mental retardation. Mental Retardation, 37(5), 353-363. http://dx.doi.org/10.1352/0047-6765(1999)037<0353:SALAWE>2.0.CO;2
http://hdl.handle.net/1808/6233
10.1352/0047-6765(1999)037<0353:SALAWE>2.0.CO;2
en_US
openAccess
Self-Determination Across Living and Working Environments: A Matched Samples of Study of Adults with Mental Retardation
Article
oai:kuscholarworks.ku.edu:1808/60572019-04-12T14:39:07Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_382col_1808_8220col_1808_16904
Wood Jackson, Carla
Turnbull, Ann P.
2010-03-25T15:31:04Z
2010-03-25T15:31:04Z
2004
Jackson, C.W., & Turnbull, A.P. (2004). Impact of deafness on family life: A review of the literature. Topics in Early Childhood Special Education, 24, 15-29. http://dx.doi.org/10.1177/02711214040240010201
http://hdl.handle.net/1808/6057
10.1177/02711214040240010201
https://orcid.org/0000-0002-0551-0638
The presence of deafness in a family has the potential to affect all areas of family life. An understanding of the impact on family life is critical to addressing all components of the family system in early intervention. This review synthesizes the literature on deafness as it relates to four domains of family quality of life, including family interaction, family resources, parenting, and support for the child who is deaf. Implications for future research are discussed.
en_US
openAccess
Impact of Deafness on Early Family LIfe: A Review of the Literature
Article
oai:kuscholarworks.ku.edu:1808/178932018-02-26T20:02:04Zcom_1808_267col_1808_16904
Lopez, Hector L.
Ziegenfuss, Tim N.
Hofheins, Jennifer E.
Habowski, Scott M.
Arent, Shawn M.
Weir, Joseph P.
Ferrando, Arny A.
2015-05-28T20:06:56Z
2015-05-28T20:06:56Z
2013-10-01
Lopez, Hector L., Tim N. Ziegenfuss, Jennifer E. Hofheins, Scott M. Habowski, Shawn M. Arent, Joseph P. Weir, and Arny A. Ferrando. "Eight Weeks of Supplementation with a Multi-ingredient Weight Loss Product Enhances Body Composition, Reduces Hip and Waist Girth, and Increases Energy Levels in Overweight Men and Women." J Int Soc Sports Nutr Journal of the International Society of Sports Nutrition 10.1 (2013): 22. http://dx.doi.org/10.1186/1550-2783-10-22
http://hdl.handle.net/1808/17893
10.1186/1550-2783-10-22
Background
Numerous natural products are marketed and sold claiming to decrease body weight and fat, but few undergo finished product-specific research demonstrating their safety and efficacy.
Objective
To determine the safety and efficacy of a multi-ingredient supplement containing primarily raspberry ketone, caffeine, capsaicin, garlic, ginger and Citrus aurantium (Prograde Metabolism™ [METABO]) as an adjunct to an eight-week weight loss program.
Methods
Using a randomized, placebo-controlled, double-blind design, 70 obese but otherwise healthy subjects were randomly assigned to METABO or a placebo and underwent 8 weeks of daily supplementation, a calorie restricted diet, and exercise training. Subjects were tested for changes in body composition, serum adipocytokines (adiponectin, resistin, leptin, TNF-α, IL-6) and markers of health including heart rate and blood pressure.
Results
Of the 45 subjects who completed the study, significant differences were observed in: body weight (METABO -2.0% vs. placebo -0.5%, P < 0.01), fat mass (METABO -7.8 vs. placebo -2.8%, P < 0.001), lean mass (METABO +3.4% vs. placebo +0.8%, P < 0.03), waist girth (METABO -2.0% vs. placebo -0.2%, P < 0.0007), hip girth (METABO -1.7% vs. placebo -0.4%, P < 0.003), and energy levels per anchored visual analogue scale (VAS) (METABO +29.3% vs. placebo +5.1%, P < 0.04). During the first 4 weeks, effects/trends for maintaining elevated serum leptin (P < 0.03) and decreased serum resistin (P < 0.08) in the METABO group vs. placebo were also observed. No changes in systemic hemodynamics, clinical blood chemistries, adverse events, or dietary intake were noted between groups.
Conclusions
METABO administration is a safe and effective adjunct to an eight-week diet and exercise weight loss program by augmenting improvements in body composition, waist and hip girth. Adherence to the eight-week weight loss program also led to beneficial changes in body fat in placebo. Ongoing studies to confirm these results and clarify the mechanisms (i.e., biochemical and neuroendocrine mediators) by which METABO exerts the observed salutary effects are being conducted.
openAccess
Eight weeks of supplementation with a multi-ingredient weight loss product enhances body composition, reduces hip and waist girth, and increases energy levels in overweight men and women
Article
oai:kuscholarworks.ku.edu:1808/62242018-02-26T19:17:13Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Agran, Martin
Blanchard, Caryl
Wehmeyer, Michael L.
Hughes, Carolyn
2010-05-26T19:10:59Z
2010-05-26T19:10:59Z
2002
Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23(5), 279-288. http://dx.doi.org/10.1177/07419325020230050301
http://hdl.handle.net/1808/6224
10.1177/07419325020230050301
en_US
openAccess
Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education
Article
oai:kuscholarworks.ku.edu:1808/109762019-04-12T14:42:09Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Lane, Kathleen Lynne
Carter, Erik W.
Sisco, Lynn
2013-04-09T18:43:25Z
2013-04-09T18:43:25Z
2012
Lane, Kathleen Lynne. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78(2), 237-251.
http://hdl.handle.net/1808/10976
Although enhancing students' self-determination is advocated as a central element of high-quality special education and transition services, little is known about the ways in which paraprofessional are involved in promoting self-determination or the extent to which they share teachers' views regarding its importance. The authors surveyed 223 paraprofessional from 115 randomly selected public school to examine their perspectives on promoting self-determination among students with high-incidence disabilities. Overall, paraprofessional attributed high ievel of importance to each of the 7 component elements of self-determination (i.e., choice making, decision making, problem solving, goal setting and attainment, self-advocacy and leadership, self-management and self-regulation, and self-awareness and self-knowledge). The extent to which paraprofessional reported providing instruction addressing each of the 7 components of self determination was moderate, with average ratings all slightly above the midpoint of the scale. This article presents implications for the involvement of paraprofessional in supporting the development of self-determination among students with high-incidence disabilities, along with recommendations for future research.
en_US
openAccess
Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities
Article
oai:kuscholarworks.ku.edu:1808/62592018-02-26T19:14:28Zcom_1808_377com_1808_238com_1808_267col_1808_6256col_1808_16904
Davies, Daniel K.
Stock, Steven E.
Wehmeyer, Michael L.
2010-06-02T18:55:57Z
2010-06-02T18:55:57Z
2002
Davies, D.K., Stock, S.E., & Wehmeyer, M.L. (2002). Enhancing Independent Time-Management Skills of Individuals with Mental Retardation Using a Palmtop Personal Computer. Mental Retardation, 40(5), 358-365.
http://hdl.handle.net/1808/6259
en_US
openAccess
Enhancing Independent Time-Management Skills of Individuals with Mental Retardation Using a Palmtop Personal Computer
Article
oai:kuscholarworks.ku.edu:1808/299432020-10-13T15:02:48Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Love, Hailey
Pirtle, Jody
2020-01-28T15:39:42Z
2020-01-28T15:39:42Z
2017
Kurth, J. A., Love, H. R., & Pirtle, J. (in press). Parent perspectives of their
involvement in IEP development for children with autism. Focus on Autism & Other
Developmental Disabilities. doi:10.1177/1088357619842858
http://hdl.handle.net/1808/29943
10.1177/1088357619842858
https://orcid.org/0000-0002-5947-7642
The present study investigated parents’ experiences making educational decisions for their
children with autism and their satisfaction with the outcomes of those decisions. Parents
completed a survey describing their: (1) input in educational decisions, (2) satisfaction with
school personnel, and (3) satisfaction with their child’s school experience. Sequential regressions
revealed parents’ satisfaction was generally predicted by their own knowledge of autism, school
staff knowledge of autism, parent satisfaction with teachers, and parent relationships with school
personnel. Additionally, parent input was a significant predictor of satisfaction with their child’s
school experience. Finally, open-ended responses indicated that parents experienced many
barriers when working with schools, and often felt compelled to go outside of the school system
to ensure their children received an appropriate education. Implications for teacher preparation
and school-parent partnerships are described.
openAccess
parent satisfaction
collaboration
educational decision-making
Parent perspectives of their involvement in IEP development for children with autism
Article
oai:kuscholarworks.ku.edu:1808/226412018-01-17T20:58:39Zcom_1808_267col_1808_16904
Sailor, Wayne
2017-01-18T19:03:00Z
2017-01-18T19:03:00Z
2016-11-16
Sailor, Wayne. "Equity as a Basis for Inclusive Educational Systems Change." Australasian Journal of Special Education (2016): 1-17.
http://hdl.handle.net/1808/22641
10.1017/jse.2016.12
Inclusion of students with “disabilities” in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the UN General Assembly in 1994. Despite global and national policy efforts the practice has been sporadic and elusive. Framing education as categorical, specialized service delivery to discrete populations makes inclusion an unsolvable problem. The advent of multi-tiered systems of support (MTSS) coupled with universal design for learning (UDL) practices delivered in whole-school rather than classroom-based formats poses a pathway out of the conundrum by framing public education as a system of equitable distribution of resources such as services and supports based on measured and monitored need on the part of all students. Potentially supportive research literature is reviewed.
openAccess
Equity
Inclusion
Multi-tiered system of support
Systems change
Universal design for learning
Equity as a Basis for Inclusive Educational Systems Change
Article
oai:kuscholarworks.ku.edu:1808/129162018-02-26T18:22:55Zcom_1808_267col_1808_16904
Kozleski, Elizabeth B.
Huber, Jennifer J.
2014-01-31T23:19:26Z
2014-01-31T23:19:26Z
2010-10-09
Kozleski, E. B. & Huber, J. J., (2010). Systemic change for RTI: Embedding change within a critical framework. Theory into Practice, 49, 258-264. http://dx.doi.org/10.1080/00405841.2010.510696
http://hdl.handle.net/1808/12916
10.1080/00405841.2010.510696
RTI has the potential to meet the challenges of increasing diversity in student populations and the need for increasingly complex systems of instructional design. Three fundamental shifts in understanding systems and systems change must ground RTI policy and implementation work. First, RTI must be seen as an activity system nested within a larger system of influences and practices. Second, change is context-sensitive and, therefore, systems must invest in multiple strategies for implementing RTI. Third, local education agencies (LEAs) and state education agencies (SEAs) must invest in system and school improvement so that RTI aligns at multiple levels of the system to bridge the significant gap between research and practice. Consequently, a deep understanding of RTI models can only be obtained through the careful examination of both LEA and SEA system demands and investments.
openAccess
Systemic Change for RTI: Key Shifts for Practice
Article
oai:kuscholarworks.ku.edu:1808/111432018-02-26T19:53:18Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Deshler, Donald D.
Schumaker, Jean B.
Bulgren, Janis A.
Lenz, B. Keith
Jantzen, Jean-Ellen
Adams, Gary
Carnine, Douglas
Grossen, Bonnie
Davis, Betsy
Marquis, Janet
2013-05-14T20:56:45Z
2013-05-14T20:56:45Z
2001
Deshler, Donald D., et al. (2001) Making Learning Easier: Connecting New Knowledge to Things Students Already Know. TEACHING Exceptional Children, 33.4, 82-85.
http://hdl.handle.net/1808/11143
en_US
openAccess
Making Learning Easier: Connecting New Knowledge to Things Students Already Know
Article
oai:kuscholarworks.ku.edu:1808/299192020-10-13T14:40:01Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Mastergeorge, Ann M.
Paschall, Katherine
2020-01-24T16:27:38Z
2020-01-24T16:27:38Z
2016
Kurth, J. A., Mastergeorge, A. M., & Paschall, K. (2016). Economic and demographic
factors impacting placement of students with autism. Education and Training in Autism and
Developmental Disabilities, 51, 3-12.
http://hdl.handle.net/1808/29919
https://orcid.org/0000-0002-5947-7642
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. This study used hierarchical cluster analysis techniques to
identify demographic, economic, and educational covariates associated with placement patterns
across states in highly inclusive, moderately inclusive, moderately restrictive, and highly
restrictive clusters. Findings indicate that highly inclusive states are more rural, have more
adults with high school diplomas, and more White citizens compared to other clusters. States
that are highly restrictive were largely less economically and racially privileged. These findings
suggest an inequitable access to the least restrictive environment for students with autism.
Implications of these findings are included.
openAccess
Economic and Demographic Factors Impacting Placement of Students with Autism
Article
oai:kuscholarworks.ku.edu:1808/111352018-12-19T17:12:48Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Turnbull, H. Rutherford, III
2013-05-14T19:46:37Z
2013-05-14T19:46:37Z
1975
Turnbull, H. Rutherford. (1975) Accountability: An Overview of the Impact of Litigation on Professionals. Exceptional Children, 41.6, 427-733.
http://hdl.handle.net/1808/11135
en_US
openAccess
Accountability: An Overview of the Impact of Litigation on Professionals
Article
oai:kuscholarworks.ku.edu:1808/130632018-12-19T17:10:07Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Francis, Grace L.
Gross, Judith M. S.
Turnbull, Ann P.
Turnbull, H. Rutherford, III
2014-02-21T15:33:53Z
2014-02-21T15:33:53Z
2014-01-13
Francis, G., Gross, J.M.S., Turnbull, A.P., & Turnbull, H.R. (2013). The Family Empowerment Awareness Training (FEAT): A mixed-method follow-up. Journal of Vocational Rehabilitation, 39(3), 167-181. http://dx.doi.org/10.3233/JVR-130652
http://hdl.handle.net/1808/13063
10.3233/JVR-130652
https://orcid.org/0000-0002-8707-9430
BACKGROUND: Although competitive employment (i.e., employment in community settings among peers without disabilities for minimum wage or higher) is associated with numerous benefits for individuals with disabilities (Johannesen, McGrew, Griss, & Born, 2007), people with disabilities are underrepresented in the competitive workforce (National Disability Rights Network, 2011).
OBJECTIVES: This study sought to determine the longer-term effectiveness of the Family Employment Awareness Training (FEAT) on the expectations and knowledge of participants who attended the program in 2010-2011. The study also sought to explore the perceptions of families who attended the program.
METHODS: We distributed a FEAT Follow-up Survey to 220 participants to evaluate the program’s longer-term influence on participants’ expectations and knowledge and conducted 13 semi-structured interviews using a FEAT Interview Protocol to explore families’ perceptions.
RESULTS: Study findings indicated that participants who attended FEAT rated their expectations as average and rated their knowledge above average one to two years after attending FEAT. An analysis of interview data indicated that families described several aspects of FEAT they liked, aspects they disliked, and suggested improvements for the program.
CONCLUSIONS: Results from this study indicate that FEAT is a promising approach to improving competitive employment outcomes for individuals with disabilities.
openAccess
Training
Competitive employment
Knowledge
Expectations
Supported employment
The Family Employment Awareness Training (FEAT): A Mixed-method Follow-up
Article
oai:kuscholarworks.ku.edu:1808/299312020-10-13T14:57:12Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
Zagona, Alison L.
2020-01-28T14:56:32Z
2020-01-28T14:56:32Z
2018
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
http://hdl.handle.net/1808/29931
10.1177/0022466918766523
https://orcid.org/0000-0002-5947-7642
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.
openAccess
Schoolwide Positive Behavior Interventions and Supports
inclusion
sever disabilities
Involvement and Participation of Students with Severe Disabilities in SWPBIS
Article
oai:kuscholarworks.ku.edu:1808/110992018-02-26T18:09:22Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
White, Warren J.
Alley, Gordon R.
Deshler, Donald D.
Schumaker, Jean B.
Warner, Michael M.
Clark, Frances L.
2013-05-08T21:30:34Z
2013-05-08T21:30:34Z
1982
White, Warren J., Alley, Gordon R., Deshler, Donald D, et al. (1982) Are There Learning Disabilities After High School? Exceptional Children, 49.3, 273-274.
http://hdl.handle.net/1808/11099
en_US
openAccess
Are There Learning Disabilities After High School?
Article
oai:kuscholarworks.ku.edu:1808/115102018-12-19T17:11:34Zcom_1808_8219com_1808_267col_1808_8220col_1808_16904
Turnbull, H. Rutherford, III
Turnbull, Ann P.
Strickland, Bonnie
2013-07-19T17:46:32Z
2013-07-19T17:46:32Z
1979
Turnbull III, H. Rutherford, Ann Turnbull, and Bonnie Strickland. "Procedural Due Process: The Two-edged Sword That the Untrained Should Not Unsheath." Journal of Education 161 (1979): 40-59.
http://hdl.handle.net/1808/11510
The issue of procedural due process is examined in this article by first analyzing
the associated legal requirements of P.L. 94-142 and then identifying the "triggers"
which professionals and parents can use to initiate a due process hearing.
Problems and unresolved issues associated with interpreting and applying due process
safeguards in terms of initiating, conducting, and governing the hearing and
hearing officer are discussed. The concluding section of the article identifies
specific training implications and creeds of due process hearing officers.
en_US
openAccess
Procedural Due Process: The Two-edged Sword That the Untrained Should Not Unsheath
Article
oai:kuscholarworks.ku.edu:1808/62572018-02-23T19:15:14Zcom_1808_377com_1808_238com_1808_267col_1808_6256col_1808_16904
Davies, Daniel K.
Stock, Steven E.
Wehmeyer, Michael L.
2010-06-02T18:48:38Z
2010-06-02T18:48:38Z
2001
Davies, D.K., Stock, S.E., & Wehmeyer, M.L. (2001). Enhancing Independent Internet Access for Individuals with Mental Retardation through Use of a Specialized Web Browser: A Pilot Study. Education and Training in Mental Retardation and Developmental Disabilities, 36(1), 107-113.
http://hdl.handle.net/1808/6257
en_US
openAccess
Article, scholarly/refereed, publisher version
Enhancing Independent Internet Access for Individuals with Mental Retardation through Use of a Specialized Web Browser: A Pilot Study
Article
oai:kuscholarworks.ku.edu:1808/111492018-02-26T19:58:00Zcom_1808_267col_1808_16904
Hendrickson, Cynthia
Simpson, Richard L.
2013-05-14T21:27:59Z
2013-05-14T21:27:59Z
1984
Hendrickson, Cynthia and Simpson, Richard L. (1984) Facilitating the social development of autistic youth by means of a family-style lunch program. TEACHING Exceptional Children, 17.1, 27-30.
http://hdl.handle.net/1808/11149
en_US
openAccess
Facilitating the social development of autistic youth by means of a family-style lunch program
Article
oai:kuscholarworks.ku.edu:1808/109802018-02-26T19:39:02Zcom_1808_267col_1808_16904
Wehmeyer, Michael L.
Field, Sharon
Doren, Bonnie
Jones, Bonnie
Mason, Christine
2013-04-09T19:26:56Z
2013-04-09T19:26:56Z
2004
Wehmeyer, Michael L., et al. (2004) Self-determination and student involvement in standards-based reform. Exceptional Children, 70(4), 413-425.
http://hdl.handle.net/1808/10980
Promoting self-determination has become ‘best practice’ in the education of students with disabilities. We synthesize the decade's work in this area as a foundation for considering issues pertaining to promoting self-determination in light of the current educational context. We particularly examine the role of promoting self-determination in light of federal standards-based reform initiatives. We conclude that school reform efforts provide an opportunity to infuse instruction in self-determination into the education programs of all students, including students with disabilities. Many state and local standards include a focus on component elements of self-determined behavior and promoting self-determination enables students to perform more effectively within other content domains. The importance of personnel preparation to enable teachers to promote self-determination is discussed.
en_US
openAccess
Self-determination and student involvement in standards-based reform
Article
oai:kuscholarworks.ku.edu:1808/108812018-02-26T18:54:53Zcom_1808_267col_1808_16904
Artiles, Alfredo J.
Kozleski, Elizabeth B.
2013-03-04T19:07:26Z
2013-03-04T19:07:26Z
2007-03
Artiles, A. J., & Kozleski, E. (2007). Beyond convictions: Interrogating culture, history, and power in inclusive education. Language Arts, 84, 357-364.
http://hdl.handle.net/1808/10881
en
openAccess
Beyond Convictions: Interrogating Culture, History, and Power in Inclusive Education
Article
oai:kuscholarworks.ku.edu:1808/129152018-02-26T18:22:13Zcom_1808_267col_1808_16904
Kozleski, Elizabeth B.
2014-01-31T23:16:21Z
2014-01-31T23:16:21Z
2011-08-01
Kozleski, E. B. (2011). Dialectical Practices in Education: Creating third spaces in the education of teachers. Teacher Education and Special Education, 34, 250-259. http://dx.doi.org/10.1177/0888406411410077
http://hdl.handle.net/1808/12915
10.1177/0888406411410077
In this commentary, the author provides a framework for examining the articles in this issue. The author does so by providing a focus for reading and linking our brief history to the present and the future. She provides a set of questions about engaging research that seeks to improve the ways in which we question, construct understanding, and interrogate one another in what counts in teacher education. For our field to mature and expand, we need spaces in which we can understand multiple perspectives, honor our differences, and find ways of improving how teachers learn and impact their students.
openAccess
Collaboration
Sociocultural theory
Teacher preparation policy/service delivery
Teacher research
Dialectical Practices in Education: Creating third spaces in the education of teachers
Article
oai:kuscholarworks.ku.edu:1808/130422018-02-26T20:00:12Zcom_1808_267col_1808_16904
Artiles, Alfredo J.
Kozleski, Elizabeth B.
Dorn, Sherman
Christensen, Carol
2014-02-10T17:23:56Z
2014-02-10T17:23:56Z
2006-01-01
Artiles, A., Kozleski, E. B., Dorn, S., & Christensen, C. (2007). Learning in inclusive education research: Remediating theory and methods with a transformative agenda. Review of Research in Education, 30, 1-30. Reprinted in : In Hick, P., & Thomas, G. (Eds.). (2008). Inclusion and diversity in education. London: Sage. http://dx.doi.org/10.3102/0091732X030001065
http://hdl.handle.net/1808/13042
10.3102/0091732X030001065
In theory, inclusive education is about all students and focuses on student presence, participation, acceptance, and achievement. In practice, inclusive education is multiplicity of discourses and practices. Historically, inclusive education is situated within waves of evolution. The first wave saw the establishment of general rights for children with disabilities, but some children—especially those with behavioral problems and severe intellectual disabilities—remained unrecognized outsiders in schools and school communities. Subsequent waves of inclusive education have had differential impacts in developed and developing countries. A review of primarily U.S. and British inclusive education research at the school and classroom levels identified four shortcomings: inclusive education theory has outpaced its practice; inclusive education research ignores the influences of globalization forces; inclusive education theorization lacks conceptual clarity; and a substantial gap between the views of learning that informs research conducted either at the classroom level or the school level. In addition, views of learning in classroom and school based studies rely on different theoretical stipulations. Lack of cross-fertilization between classroom- and school-based inclusive education research is a missed opportunity for enriching this emerging knowledge base. Recommended is a re-mediation in the relationship between researchers and their work with theories that offer a systematic understanding of the cultural and political nature of learning.
openAccess
Learning in Inclusive Education Research: Re-Mediating Theory and Methods with a Transformative Agenda
Article
oai:kuscholarworks.ku.edu:1808/110752018-02-23T19:39:30Zcom_1808_3892com_1808_8219com_1808_267col_1808_18180col_1808_8220col_1808_16904
Kozleski, Elizabeth B.
Mainzer, Richard W.
Deshler, Donald D.
2013-04-24T21:13:39Z
2013-04-24T21:13:39Z
2000
Kozleski, Elizabeth, Mainzer, Richard, and Deshler, Donald D. (2000) Bright futures for exceptional learners: An action plan to achieve quality conditions for teaching and learning for every exceptional learner. Teaching Exceptional Children, 32.6, 56-69.
http://hdl.handle.net/1808/11075
en_US
openAccess
Bright futures for exceptional learners: An action plan to achieve quality conditions for teaching and learning for every exceptional learner
Article
oai:kuscholarworks.ku.edu:1808/110852018-02-26T18:06:07Zcom_1808_267col_1808_16904
Clark, Gary M.
Knowlton, H. Earle
2013-04-30T20:34:02Z
2013-04-30T20:34:02Z
1987
Clark, Gary M. and Knowlton, H. Earle. (1987) Forward: The Transition from School to Adult Life. Exceptional Children. 53.6, 484.
http://hdl.handle.net/1808/11085
en_US
openAccess
Forward: The Transition from School to Adult Life
Article
oai:kuscholarworks.ku.edu:1808/61422021-10-26T18:26:11Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_388col_1808_8220col_1808_16904
Turnbull, H. Rutherford
Wilcox, Brennan L.
Turnbull, Ann P.
Sailor, Wayne
Wickham, Donna
2010-04-16T18:36:19Z
2010-04-16T18:36:19Z
2001
Turnbull, H.R., Wilcox, B.L., Turnbull, A.P., Sailor, W., & Wickham, D. (2001). IDEA, positive behavioral supports, and school safety. Journal of Law and Education, 30(3), 445-503.
http://hdl.handle.net/1808/6142
en_US
openAccess
IDEA, Positive Behavioral Supports, and School Safety
oai:kuscholarworks.ku.edu:1808/299112020-10-13T14:41:29Zcom_1808_267col_1808_16904
Kurth, Jennifer A.
2020-01-24T15:25:45Z
2020-01-24T15:25:45Z
2014
Kurth, J. A. (2014, May). A unit based approach to curricular adaptations. Invited speaker at the Illinois Includes annual conference. Chicago, IL.
http://hdl.handle.net/1808/29911
https://orcid.org/0000-0002-5947-7642
Ms. Lawson is an inclusive special education teacher at Ortega Middle School. She has
noticed that to make inclusion “work” for her students, she needs to make the curriculum
accessible for her students through collaboration and adaptations. This year, Ms. Lawson will be
collaborating with Mr. Jackson, an 8th grade English teacher, to facilitate the inclusion of
Amanda, who enjoys movies and talking with her girl friends. Amanda also has an intellectual
disability and is learning content that is at a different level than her peers. John is also in 8th
grade and will be enrolled in Mr. Jackson’s class. John enjoys video games and movies. John
has autism and is also working at a different grade level than his peers. Amanda and John have
been included in general education classes since preschool, but with each passing year the need
for differentiated instruction and curriculum has increased. Ms. Lawson has been working to
design curriculum that meets the needs of each student individually, including Amanda and
John, but is wondering if this piece-meal, one-student-at-a-time approach is effective or efficient
for her, her students, or her general education colleagues.
openAccess
A unit based approach to adaptations in inclusive classrooms.
Article
oai:kuscholarworks.ku.edu:1808/109872018-02-23T19:36:15Zcom_1808_3892com_1808_267col_1808_18180col_1808_16904
Lane, Kathleen Lynne
2013-04-09T21:29:20Z
2013-04-09T21:29:20Z
2007
Lane, Kathleen Lynne, et al. (2007). A function-based intervention to decrease disruptive behavior and increase academic engagement. Journal of Early and Intensive Behavioral Intervention, 3.4-4.1, 348-364.
http://hdl.handle.net/1808/10987
A range of interventions exist to prevent and
respond to disruptive classroom behavior. This study
documents the efficacy of a function-based intervention conducted using a multiple baseline across
settings design. Despite moderately variable levels
of treatment fidelity, results suggest a functional
relation between the introduction of a package
intervention and corresponding increases in academic
engagement and decreases in disruption. Limitations and implications for future research are presented.
Keywords: function based intervention; treatment integrity.
en_US
openAccess
A function-based intervention to decrease disruptive behavior and increase academic engagement
Article
oai:kuscholarworks.ku.edu:1808/253232018-07-03T02:41:11Zcom_1808_267col_1808_16904
Artiles, Alfredo J.
Kozleski, Elizabeth B.
2017-11-10T18:14:05Z
2017-11-10T18:14:05Z
2016
Artiles, A. J. & Kozleski, E. B. (2016). Inclusion’s promises and trajectories: Critical notes about future research on a venerable idea. Education Policy Analysis Annuals, 24 (3), DOI: http://dx.doi.org/10.14507/epaa.24.1919.
http://hdl.handle.net/1808/25323
10.14507/epaa.24.1919
The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-à-vis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes.
http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en_US
openAccess
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Readers are free to copy, display, and distribute articles that appear in Education Policy Analysis Archives (EPAA/AAPE), as long as the work is attributed to the author(s) and EPAA/AAPE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA/AAPE. By submitting a manuscript, authors agree to transfer without charge the following rights to EPAA/AAPE upon acceptance of the manuscript: first worldwide serial publication rights and the right for EPAA/AAPE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services. Any revenues from such redistribution are used solely to support the continued publication and distribution of articles.
Inclusive education
Educational equity
Disability
Difference
Inclusive education’s promises and trajectories: Critical notes about future research on a venerable idea
Article
oai:kuscholarworks.ku.edu:1808/110342018-02-26T19:42:27Zcom_1808_267col_1808_16904
Cheatham, Gregory A.
Hart, Juliet E.
Malian, Ida
McDonald, Joan
2013-04-16T18:26:38Z
2013-04-16T18:26:38Z
2012
Cheatham, Gregory A.Six things to never say or hear during an IEP meeting: Educators as advocates for families. TEACHING Exceptional Children, 44(3), 50-57.
http://hdl.handle.net/1808/11034
The article discusses strategies for successful communication and collaboration between parents of children with disabilities and educators in individualized education programs (IEPs) that are mandated by the U.S. Individuals With Disabilities Education Act (IDEA). The authors look at communication over least restrictive environment (LEA) educational approaches which place students with disabilities in classroom settings like those of students without disabilities. Topics include educational leadership in IEPs, parent participation in IEPs in U.S. special education, and school district responsibilities for IEPs.
en_US
openAccess
Six things to never say or hear during an IEP meeting: Educators as advocates for families
Article
oai:kuscholarworks.ku.edu:1808/61452018-12-19T17:09:42Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_388col_1808_8220col_1808_16904
Ruef, Michael B.
Turnbull, Ann P.
Turnbull, H. Rutherford, III
Poston, Denise J.
2010-04-16T18:52:39Z
2010-04-16T18:52:39Z
1999
Ruef, M.B., Turnbull, A.P., Turnbull, H.R., & Poston, D. (1999). Perspectives of five stakeholder groups: Challenging behavior of individuals with mental retardation and/or autism. Journal of Positive Behavior Interventions, 1(1), 43-58. http://dx.doi.org/10.1177/109830079900100106
http://hdl.handle.net/1808/6145
10.1177/109830079900100106
Data from five focus groups, each representing a different stakeholder constituency interested in the challenging behavior of individuals with mental retardation and/or autism, were reported. Emergent themes across administrators and policy makers, families, friends, individuals with disabilities, and teachers and practitioners included current barriers faced; practical, positive solutions found; and preferences for helpful informational products concerning challenging behavior. Key recommendations focus on the implications of this information for research, training, and dissemination activities.
en_US
openAccess
Perspectives of Five Stakeholder Groups: Challenging Behavior of Individuals with Mental Retardatoin and/or Autism
Article
oai:kuscholarworks.ku.edu:1808/110842018-02-26T18:05:25Zcom_1808_267col_1808_16904
Clark, Gary M.
Knowlton, H. Earle
2013-04-30T19:14:39Z
2013-04-30T19:14:39Z
1987
Clark, Gary M. and Knowlton, H. Earle, ed. (1987) From School to Adult Living: A Forum on Issues and Trends. Exceptional Children, 53.6, 546-554.
http://hdl.handle.net/1808/11084
EDITORS' NOTE: This article presents a forum for the personal views of four significant
contributors to the conceptualization and implementation of transition programming as it exists
in this country today. These individuals were selected from among a number of active
contributors to the transition movement as representative spokespersons for the field. The
questions posed by the guest editors were- developed from ideas and concerns that surfaced in
the many manuscripts submitted for consideration in this special issue. Some of the issues
raised in the questions reflect concerns expressed openly by professionals in the field, while
others were inferred from more subtle or cautious statements. Each contributor received a set of
questions to address. Each question was given to at least two contributors. They were encouraged
to respond not only to their own set, but to any question of interest contained in other
contributors' sets as well. As a result, a few questions were addressed by all four contributors.
Their responses appear to reflect some consensus regarding the importance of the issues and
trends suggested in the questions. Even so, the substance of their responses reflects a range of
positions that would provoke keen consideration by readers.
en_US
openAccess
From School to Adult Living: A Forum on Issues and Trends
Article
oai:kuscholarworks.ku.edu:1808/62232018-02-26T19:02:07Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Wehmeyer, Michael L.
Metzler, Christina A.
2010-05-26T19:06:58Z
2010-05-26T19:06:58Z
1995
Wehmeyer, M.L., & Metzler, C.A. (1995). How self-determined are people with mental retardation? The national consumer survey. Mental Retardation, 33(2), 111-119
http://hdl.handle.net/1808/6223
en_US
openAccess
How Self-Determined are People with Mental Retardation? The National Consumer Survey
Article
oai:kuscholarworks.ku.edu:1808/130502018-02-05T20:46:48Zcom_1808_377com_1808_238com_1808_267col_1808_390col_1808_16904
Shogren, Karrie A.
Wehmeyer, Michael L.
Palmer, Susan B.
Paek, Youngshil
2014-02-14T22:51:05Z
2015-01-02T09:00:17Z
2013-07-02
Shogren, K.A., Wehmeyer, M.L., & Palmer, S.B. & Paek, Y. (2013). Exploring personal and school environment characteristics that predict self-determination. Exceptionality.
http://hdl.handle.net/1808/13050
10.1080/09362835.2013.802231
This study examined the degree to which multiple personal (age, gender, disability, and need for educational support) and school environment characteristics (hours in academic classes with general education peers, hours in nonacademic classes with age-peers, attendance at the most recent individualized education plan [IEP] meeting, transition goal for the future on the IEP, and experience with setting goals for the future) predicted student's relative level of self-determination. Age, disability label, hours in academic classes with general education peers, and goal setting experience were significant predictors, accounting for 22% of the variance in self-determination scores. Implications for future research and practice are discussed.
openAccess
Exploring Personal and Environmental Characteristics that Predict Self-Determination
Article
oai:kuscholarworks.ku.edu:1808/60712018-02-23T18:29:40Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_386col_1808_8220col_1808_16904
Santelli, Betsy
Turnbull, Ann P.
Sergeant, Julie
Lerner, Esther P.
Marquis, Janet
2010-03-26T14:38:28Z
2010-03-26T14:38:28Z
1996
Santelli, B., Turnbull, A.P., Sergeant, J., Lerner, E.P., & Marquis, J.G. (1996). Parent to Parent programs: Parent preferences for supports. Infants and Young Children, 9(1), 53-62.
http://hdl.handle.net/1808/6071
en_US
openAccess
Parent to Parent Programs: Parent Preferences for Supports
Article
oai:kuscholarworks.ku.edu:1808/110982018-02-26T18:08:21Zcom_1808_7105com_1808_267col_1808_7108col_1808_16904
Chaffin, Jerry D.
Maxwell, Bill
Thompson, Barbara
2013-05-08T21:10:08Z
2013-05-08T21:10:08Z
1982
Chaffin, Jerry D., Maxwell, Bill, & Thompson, Barbara. (1982) ARC-ED Curriculum: The Application of Video Game Formats to Educational Software. Exceptional Children, 49.2, 173-178.
http://hdl.handle.net/1808/11098
This article explores the
applicability of video arcade game
formats to educational microcomputer
software. Four variables are discussed as
being potentially important to the
motivational appeal of video arcade
games and several established
educational practices are examined in
relation to the motivational features of
arcade games. Also, guidelines for
educational curriculum based on arcade
game formats are proposed and the term
Arc-Ed Curriculum is offered to describe
such software. The content for this article
is based on established learning theory
and the authors1 experience in the
development and field testing of six
math games based on video game
formats.
en_US
openAccess
ARC-ED Curriculum: The Application of Video Game Formats to Educational Software
Article
oai:kuscholarworks.ku.edu:1808/61472018-02-26T18:53:05Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_388col_1808_8220col_1808_16904
Carr, Edward G.
Dunlap, Glen
Horner, Robert H.
Koegel, Robert L.
Turnbull, Ann P.
Sailor, Wayne
Anderson, Jacki L.
Albin, Richard W.
Koegel, Lynn Kern
Fox, Lise
2010-04-16T19:17:00Z
2010-04-16T19:17:00Z
2002
Carr, E.G., Dunlap, G., Horner, R.H., Koegel, R.L., Turnbull, A.P., Sailor, W., Anderson, J., Albin, R.W., Koegel, L.K., & Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavioral Intervention, 4(1), 4-16. http://dx.doi.org/10.1177/109830070200400102
http://hdl.handle.net/1808/6147
10.1177/109830070200400102
Positive behavior support (PBS) is an applied science that uses educational and systems change methods (environmental redesign) to enhance quality of life and minimize problem behavior. PBS initially evolved within the field of developmental disabilities and emerged from three major sources: applied behavior analysis, the normalization/inclusion movement, and person-centered values. Although elements of PBS can be found in other approaches, its uniqueness lies in the fact that it integrates the following critical features into a cohesive whole: comprehensive lifestyle change, a lifespan perspective, ecological validity, stakeholder participation, social validity, systems change and multicomponent intervention, emphasis on prevention, flexibility in scientific practices, and multiple theoretical perspectives. These characteristics are likely to produce future evolution of PBS with respect to assessment practices, intervention strategies, training, and extension to new populations. The approach reflects a more general trend in the social sciences and education away from pathology-based models to a new positive model that stresses personal competence and environmental integrity.
en_US
openAccess
Positive Behavior Support: Evolution of an Applied Science
Article
oai:kuscholarworks.ku.edu:1808/60592018-12-19T17:11:20Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_382col_1808_8220col_1808_16904
Humphrey, Kristen R.
Turnbull, Ann P.
Turnbull, H. Rutherford, III
2010-03-25T15:39:19Z
2010-03-25T15:39:19Z
2006
Humphrey, K. R., Turnbull, A.P., & Turnbull, H. R. (2006). Perspectives of foster-care providers, service-providers, and judges regarding privatized foster-care services. Journal of Disability Policy Studies, 17(1), 2-17. http://dx.doi.org/10.1177/10442073060170010101
http://hdl.handle.net/1808/6059
10.1177/10442073060170010101
en_US
openAccess
Perspectives of Foster-Care Providers, Service Provicers, and Judges Regarding Privtized Foster-Care Services
Article
oai:kuscholarworks.ku.edu:1808/59292018-12-19T17:12:16Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_380col_1808_8220col_1808_16904
Turnbull, H. Rutherford, III
Stowe, Matthew J.
2010-03-09T21:22:59Z
2010-03-09T21:22:59Z
2001
Turnbull, H.R., & Stowe, M.J. (2001). A taxonomy for organizing core concepts according to their underlying principles. Journal of Disability Policy Studies, 12(3), 177-197. http://dx.doi.org/10.1177/104420730101200304
http://hdl.handle.net/1808/5929
10.1177/104420730101200304
This article organizes and classifies the 18 core concepts. There are nine overarching principles into which the concepts fit: life, liberty, equality, dignity, family as foundation, community, capacity, individualization, and accountability. These in turn reflect three approaches to policy: the Constitutional approach, consisting of the principles of life, liberty, and equality; the Ethical approach, consisting of the principles of dignity, family as foundation, and community; and the administrative approach, consisting of the principles of capacity, individualization, and accountability. There is also a set of Professional principles, which the article illustrates with examples from the field of medicine/health care. Finally, the article demonstrates how the organization and classification of the core concepts create a wholistic, unified approach to policy.
en_US
openAccess
A Taxonomy for Organizing the Core Concepts According to Their Underlying Principles
Article
oai:kuscholarworks.ku.edu:1808/111472018-02-26T19:57:04Zcom_1808_267col_1808_16904
Horn, Eva
Millen, Caren E.
Cavanaugh, Christie Lee
Komisar, Shelley
2013-05-14T21:18:59Z
2013-05-14T21:18:59Z
1987
Horn, Eva, Millen, Caren E, et al. (1987) Designing and constructing cardboard chair inserts for young handicapped children. TEACHING Exceptional Children, 20.1, 19-22.
http://hdl.handle.net/1808/11147
Preschool children with physical impairments
have special furniture and
equipment needs (Connors, Williamson,
& Siepp, 1978). Adaptive
seating equipment for these children
is crucial to their physical and educational
development (Bergen, 1974).
Proper adaptive seating equipment
should inhibit abnormal reflexes and
muscle tone, while simultaneously
facilitating more normal body movement
(Bobath, 1969).
en_US
openAccess
Designing and constructing cardboard chair inserts for young handicapped children
Article
oai:kuscholarworks.ku.edu:1808/86462018-12-19T17:12:41Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_390col_1808_8220col_1808_16904
Turnbull, Ann P.
Turnbull, H. Rutherford, III
2011-12-27T19:19:56Z
2011-12-27T19:19:56Z
2001-12-27
http://hdl.handle.net/1808/8646
en_US
openAccess
Self-determination for individuals with significant cognitive disabilities and their families
Article
oai:kuscholarworks.ku.edu:1808/299242020-10-13T14:50:51Zcom_1808_267col_1808_16904
Morningstar, Mary E
Kurth, Jennifer A.
Johnson, Paul E.
2020-01-24T16:51:05Z
2020-01-24T16:51:05Z
2017
Morningstar, M. E., Kurth, J. A., & Johnson, P. J. (2017). Examining national trends in
educational placements for students with significant disabilities. Remedial and Special
Education, 38(1), 3-12. doi:10.1177/0741932516678327
http://hdl.handle.net/1808/29924
10.1177/0741932516678327
https://orcid.org/0000-0002-5947-7642
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 from among the categories of autism (ASD), intellectual disability
(ID), multiple disabilities (MD), and deaf-blindness (DB). Educational placement trends were
calculated using a log ratio index, and students with significant disabilities were compared to
groups of students from the other disability groups. Results confirmed that access to general
education settings is lacking for this group of students. Implications for policies and practices as
well as suggested future research are provided.
openAccess
Examining National Trends in Educational Placements for Students with Significant Disabilities
Article
oai:kuscholarworks.ku.edu:1808/179042018-02-26T20:05:01Zcom_1808_267col_1808_16904
Usiak, Douglas J.
Moffat, John
Wehmeyer, Michael L.
2015-05-29T21:23:54Z
2015-05-29T21:23:54Z
2004
Usiak, Douglas J., John Moffat, and Michael L. Wehmeyer. "Independent Living Management." Journal of Vocational Rehabilitation 20.1 (2004): 1-3. Web.
http://hdl.handle.net/1808/17904
There is no abstract for this item.
openAccess
Independent Living Management
Article
oai:kuscholarworks.ku.edu:1808/62492018-02-23T18:14:09Zcom_1808_377com_1808_238com_1808_8219com_1808_267col_1808_6158col_1808_8220col_1808_16904
Turnbull, Ann P.
Pereira, Lourdes
Blue-Banning, Martha
2010-06-01T18:47:25Z
2010-06-01T18:47:25Z
2000
Turnbull, A.P., Pereira, L., & Blue-Banning, M. (2000). Teachers as friendship facilitators. TEACHING Exceptional Children, 32(5), 66-70.
http://hdl.handle.net/1808/6249
en_US
openAccess
Teachers as friendship facilitators
Article
oai:kuscholarworks.ku.edu:1808/130412018-02-26T18:24:41Zcom_1808_267col_1808_16904
Kozleski, Elizabeth B.
Smith, Anne
2014-02-10T17:23:27Z
2014-02-10T17:23:27Z
2009-07-01
Kozleski, E. B., & Smith, A. (2009). The complexities of systems change in creating equity for students with disabilities in urban schools. Urban Education, 44, 427-451. Recognized: (1) American Education Research Association, Special Interest Group, Systems Change: Best scholar-practitioner article on systemic change. (2) Sage Publications: Urban Education Editor’s Choice Publication. http://dx.doi.org/10.1177/0042085909337595
http://hdl.handle.net/1808/13041
10.1177/0042085909337595
This article explores the complexities of urban school improvement and systems change through the lens of educational equity policy initiatives. The authors situate urban schools within a critical context where contested identity politics, sociopolitical agendas, and economic stratification marginalize culturally and linguistically diverse students. The study uses the elements of a framework for systemic change and examines urban schools. Analyzing local educational change, the authors examine the interaction between structural reform, collective, community narratives about children, and their impacts on the urban schools. Along with lessons learned from school improvement and technical assistance activities, these perspectives look at how local-activity arenas respond to reform and how understanding the complexities of local practice could inform the next-generation policy initiatives. Without deep and shared understanding, the strategies employed to achieve short-term improvements will circumvent work on the changes required to shift students from the margins while simultaneously changing the mainstream conditions.
openAccess
Urban education
Equity
Special education
School reform
Disabilities
Inclusive education
The Complexities of Systems Change in Creating Equity for Students With Disabilities in Urban Schools
Article
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