General Education Settings Research Articles

The effects of function‐based communication intervention for a student with emotional disturbance in a general education setting

AbstractResearch has shown that most children with emotional disturbance (ED) are struggling to use communication skills and they may tend to use inappropriate behaviours as a form of communication to disclose their needs. A function‐based communication intervention might be an effective approach to decrease inappropriate behaviours of children with ED. The purpose of this single‐case multiple baseline reversal design (ABAB) study was to examine the effectiveness of the function‐based communication intervention for on‐task and disruptive behaviours of an 8‐year‐old student with ED. Functional behavioural assessment (FBA) was conducted and based on the findings of FBA, a colour‐coded communication system, was implemented during reading and math classes. The findings indicated that function‐based communication intervention was effective in increasing on‐task as well as decreasing disruptive behaviours. Furthermore, the function‐based communication intervention improved communication between the teacher and the student that resulted in decreasing disruptive behaviours in a general classroom setting. The generalisability of the findings due to the limited number of participants was an important limitation for this study. Future directions, as well as implications for practices, are discussed.

Promoting accessible and inclusive education on disaster risk reduction: the case of students with sensory disabilities

ABSTRACT The aim of the present paper is to describe a collaborative action research network, which aimed to enhance the access and participation of children who are deaf or hard of hearing (DHH) and children with visual impairments (VI) in disaster risk reduction (DRR) education. In total, eight teachers, four researchers and 63 students with and without sensory disabilities, aged 6–14 years old, participated in 71 learning workshops that took place at general and special education settings. A synthesis of theoretical principles in relation to accessibility, learning and DRR was applied in the design and implementation of participatory learning workshops. Our study underlines the important role of interdisciplinary working teams and collaborative practices among schools, non-formal learning centres and other organisations in the development of accessible and inclusive learning programmes in DRR for children with VI and children who are DHH.

ВИКОРИСТАННЯ ДОПОМІЖНИХ ТЕХНОЛОГІЙ У РОБОТІ З МОЛОДШИМИ ШКОЛЯРАМИ З РОЗЛАДОМ СПЕКТРУ АУТИЗМУ У США

This article discusses assistive technology services and assistive technology devices that are offered to children with autism spectrum disorder in special and general education settings in the United States. Among the assistive technology devices, we identified and analyzed three groups, such as low-technology, medium-technology, and high-technology devices

Exploring individual and organizational mechanisms of implementation of evidence-based practices for the inclusion of elementary students with autism: Study protocol

The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers’ and paraeducators’ use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children’s outcomes. These data will support the identification of targeted implementation strategies for successful EBP use.

Pedagogical Suggestions to Foster Fraction Learning.

Fractions and the understanding of fraction concepts affect later conceptualization of advanced mathematics and affect how people live their everyday lives. Research shows that many deaf or hard of hearing (DHH) students have not mastered fraction skills even by the time they enter college. In the present article, the author looks at literature related to the teaching of fractions in general education and deaf education settings. On the basis of this literature, the author then provides pedagogical suggestions, including highlighting mathematical relationships, using problem-solving approaches, and promoting discussion in order to achieve conceptual and procedural understanding. New questions for future research are generated regarding the teaching of fractions and DHH learners' development of fraction concepts.

Ecobehavioral Analysis of Inclusive Classrooms and Instruction That Support Students With Extensive Support Needs

Abstract Benefits of inclusive education for students with extensive and pervasive support needs (ESN) have been documented over the past several decades. However, simply placing students with ESN in general education settings does not constitute inclusion, nor does this necessarily result in positive outcomes for students. This study utilizes ecobehavioral analysis to provide an understanding of the characteristics of general education academic classes that include students with ESN and explores differences in characteristics between different schooling levels and students with and without complex communication needs. Findings indicate inclusive placements for students with ESN provide an engaging academic environment with adaptations to access content and low levels of distractions. Implications for practice, future research, and policy are discussed.

Thinking Maps Used as a Behavior Management Tool

Thinking Maps is an academic tool that allows students to organize information in a way that supports cognitive processes [1]. Thus far, research on Thinking Maps has been based on students' academic outcomes. Yet, Thinking Maps can provide students with academic as well as behavioral support while only using one tool to accomplish both. Teachers may feel overwhelmed and not adequately prepared to address the behavioral challenges inside or outside the classroom. Providing visual models can help all levels of learners (i.e., English Learners) in understanding how to use a Thinking Map that has been adapted for a behavior modification. Visual models can promote independence and minimal guidance when students are using Thinking Maps. More peer-reviewed research needs to be available and conducted on the general use of Thinking Maps for general and special education settings as well as across the grade levels of K-12. There also needs to be more research on the use of Thinking Maps for behavioral purposes across multiple grade levels and settings. Within this study, Thinking Maps was adapted for behavior modification and a handbook was developed. Participants were surveyed and provided feedback on ways to improve the handbook. Overall feedback suggested participants found the handbook beneficial for use with students in helping them to understand behavior.

Curriculum Programming in the General Education Setting for Students With Autism Spectrum Disorder

Curriculum Programming in the General Education Setting for Students With Autism Spectrum Disorder

Teachers’ Perceptions of Educational Administers’ Support for Inclusive Education

This paper investigates the perceptions of teachers in Saudi Arabia About educational administers’ support of inclusive education. The goal of this study is to provide a baseline of information for the ministry of education to enhance their professional development plan for administers and teachers to adopting inclusive education for the purpose of increasing the number of students with disabilities in general education settings. The results in this study were almost converged between agreement and disagree with slightly more respondents agreeing that administrator support of inclusive education was present. The inferential results indicated a statistically significant difference between respondent degree area and recognition of administrator support of inclusive education. Significant differences occurred for both school and district administrators. Also, another statistical difference was found between respondent teaching grade and their recognition of administers’ support of inclusive education.

Stability Balls and Student on-Task Behavior

Stability balls have become a common option for alternative seating in classrooms. While the social validity of stability ball classroom seating remains high among students and teachers, findings on the effectiveness of this alternative seating method are mixed. This is particularly true when the intent of the intervention is to increase student on-task behavior. This study examined the effects of stability ball seating on students’ on-task behavior in a general education setting, using a within-subjects repeated measures design. Researchers observed twenty-four third-grade students in a public-school classroom across three conditions: all chairs, all balls, or choice. Across observation days, the study controlled for time of day, teacher, and classroom environment. Results indicate students are on-task less frequently when sitting on a stability ball. Student reports on social validity replicated prior findings; students found the stability ball to be desirable and easy to use.

Social participation of students with autism spectrum disorder in general education settings

Abstract This article presents a systematic review of the recent literature from 2005 onwards on the social participation of students with Autism Spectrum Disorder (ASD) in inclusive elementary and secondary schools. These students may experience particular challenges in social interaction and communication within mainstream settings, due to the specific characteristics associated with ASD. In the context of this review, social participation has been defined as a multidimensional concept including four key aspects: (1) friendships/relationships, (2) contacts/interactions, (3) ASD students' social self-perception, and (4) acceptance by classmates. This multidimensional framework has been adopted to examine how the inclusion of students with ASD in general K-12 settings shapes their social participation status. We reviewed 24 studies in relation to the four key aspects of social participation for the students with ASD. Overall, the results are mixed. On the whole, students with ASD have been found to maintain a lower social participation status within their schools, but some encouraging findings have also been reported, especially at the elementary school level. In the secondary school level, students with ASD were found to face more challenges in regards to peer social participation and interactions. Implications for special and inclusive practice and research are being discussed.

Obstacles to Success of Students with Autism Spectrum Disorder in General Education Settings

The purpose of this study was to survey teacher opinions of 14 potential obstacles to teaching in general education classes attended by students with autism spectrum disorder (ASD). The anonymous participant responses were received from 16 elementary school teachers, 60 middle school teachers, and 131 high school teachers. Participants completed a questionnaire in which they rated 14 items. Rating data were uploaded to STATA data analysis software. The Kruskal-Wallis (K-W) statistic was used to analyze and interpret the data. Results identified items that significantly discriminated among teachers of the three grade levels and show a difference in the perceptions of teachers at different grade levels for some obstacles. Teachers at the elementary school level generally perceived greater obstacles than teachers at the middle school level, who perceived greater obstacles than those at the high school level. The results can be considered by educators and service providers when identifying professional development topics and resources to assist educators and service providers in the provision of instruction to maximize the potential for academic and social success for students with ASD in general education settings.

Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

AbstractStudents with mathematics learning disability (MLD) are entitled to a free appropriate public education (FAPE) as outlined by their Individualized Education Program (IEP). The IEP is a roadmap to enhance in‐school and postschool outcomes for students with a disability. We reviewed IEPs (n = 89) for secondary students with MLD enrolled in 15 rural independent school districts in the southeast part of the United States. Results suggested secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading; and (e) social and behavioral skills based on annual goals written in their IEPs. Yet 70% of the IEPs reviewed included only instruction in the general education setting, without specialized services. IEPs included a variety of accommodations, but few goals facilitated access to grade‐level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and future research are discussed.

The Effects of Social Skill Interventions for Adolescents With Autism: A Meta-Analysis

Communicating with peers often poses challenges for individuals with autism spectrum disorder (ASD); these social interactions, however, can be especially difficult during the teenage years. For many adolescents with ASD, peer interaction is often limited or nonexistent, even for those taught in general education settings. The purpose of this meta-analysis was to investigate social interaction interventions for adolescents with ASD within public school settings, with a focus on studies that utilized single-case design. Studies were evaluated per the What Works Clearinghouse guidelines. This meta-analysis includes 24 studies with participants with ASD ranging in ages from 13 to 21 years. The effects of social skill interventions were evaluated using visual analysis, Tau- U, and a parametric effect size ( d-Hedges–Pustejovsky–Shadish [DHPS]). Combined effect sizes were calculated and compared. Results provide evidence that interventions can produce positive change in social behavior of adolescents with ASD. Effect sizes were generally large. Interpretations and implications are discussed.

A Collaborative Approach for Engaging Students with Severe Disabilities in Physical Education

There is research on the barriers teachers face including students with disabilities, and the extant literature is limited with regard to collaboration between general and special education. To increase the likelihood of effective collaboration, relationships among colleagues should involve on-going and sustained communication regarding students’ skills. The purpose of this study was to examine the collaborative practices between general and special educators in providing access to the curriculum for students with severe disabilities in general physical education. Our primary questions included: How do general and special educators define and provide access to the general education curriculum for students with severe disabilities? How are educational goals between students with severe disabilities and their peers without disabilities developed in a general education setting? Semi-structured interviews were conducted on general and special educators (N = 9), field note observations (n=16) were conducted on one 2nd and 4th grade physical education class that included two students with severe disabilities and their peers (n = 35). Collected documents included lesson plans and a teacher journal across 15 weeks of one academic semester. Data were analyzed using a thematic analysis. Three themes were identified: 1) Taking the Mystery Away, 2) Building Relationships Between Peers Through Communication Strategies and 3) It Makes Sense: Mutual Goals Between the Disciplines. Collaborative practices between special and general educators can bridge knowledge differences on content, curriculum and modes of communication that facilitate student engagement between students with severe disabilities and their peers. Recommendations for identifying communication protocols and establishing collaborative practices are provided.

Is Special Education Improving? Case Evidence From New York City

In this study, we assess changes in the education of students with disabilities (SWDs) in the nation’s largest school district, New York City (NYC), over the decade 2005–2015. Specifically, we examine progress toward the twin legislative goals of both the federal Individuals with Disability Education Act (IDEA) and NYC district goals of (a) including SWDs in general education settings and (b) improving their academic performance. We find that the inclusion of SWDs with their general education peers (GENs) has increased in elementary and middle schools, but decreased in high school. Furthermore, although more SWDs are completing high school, their graduation rate remains considerably below that of GENs (50% vs. 80%). In assessing these patterns, we provide empirical evidence of the changing context of education in NYC before, during, and after policy changes that affected special education.

Establishing Requesting with Children Diagnosed with Autism Using Embedded Instruction in the Context of Academic Activities

Embedded instruction offers a potentially effective, non-disruptive, and socially acceptable intervention approach for individuals diagnosed with autism spectrum disorder (ASD) in general education settings. However, the literature using embedded instruction has not frequently provided data on embedded instruction targets and targets within the ongoing lessons or maintenance of the acquired skills. This study evaluated the effectiveness of embedded instruction to teach three individuals diagnosed with ASD communication skills during the course of existing lessons. Data were collected on embedded instruction targets, academic targets (i.e., targets within existing lessons), and maintenance of mastered targets. The results of a non-concurrent multiple baseline design indicated embedded instruction was effective for all three participants and the acquired skills maintained. The results are discussed with respect to future research and clinical application of the methods evaluated.

Erratum to "Use of an Application to Verify Classroom Acoustic Recommendations for Children Who Are Hard of Hearing in a General Education Setting".

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High-School Students with High-Incidence Disabilities’ Use of Smartphones for Self-Monitoring

ABSTRACT Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings.

Alternative Education Settings in the United States

Students with emotional and behavioral disorders who display disruptive behaviors in general education settings are increasingly being educated in alternative education settings. Alternative education settings can vary widely, but they typically have smaller classroom sizes and educational staff who are trained to teach students who were not successful in their previous educational settings. This Current Topics column provides (a) an introduction to how students are placed in those settings, (b) a description of common alternative educational settings, and (c) an overview of effective educational, behavioral, and mental health services available to children and youth in alternative educational settings.