메뉴 건너뛰기




Volumn 40, Issue 4, 2015, Pages 261-274

Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices

Author keywords

Inclusion; Severe disabilities

Indexed keywords


EID: 84960541502     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/1540796915594160     Document Type: Article
Times cited : (62)

References (56)
  • 1
    • 84856784052 scopus 로고    scopus 로고
    • Critical components of successful inclusion of students with severe disabilities: Literature review
    • Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27, 42-59.
    • (2012) International Journal of Special Education , vol.27 , pp. 42-59
    • Alquraini, T.1    Gut, D.2
  • 2
    • 0242556458 scopus 로고    scopus 로고
    • Does reading instruction in learning disability resource rooms really work? A longitudinal study
    • Bentum, K. E. (2003). Does reading instruction in learning disability resource rooms really work? A longitudinal study. Reading Psychology, 24, 361-382. doi:10.1080/02702710390227387
    • (2003) Reading Psychology , vol.24 , pp. 361-382
    • Bentum, K.E.1
  • 5
    • 48949120081 scopus 로고    scopus 로고
    • A meta-analysis on teaching mathematics to students with significant cognitive disabilities
    • Browder, D. P., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74, 407-432.
    • (2008) Exceptional Children , vol.74 , pp. 407-432
    • Browder, D.P.1    Spooner, F.2    Ahlgrim-Delzell, L.3    Harris, A.4    Wakeman, S.5
  • 6
    • 13844297923 scopus 로고    scopus 로고
    • Critical features of special education teacher preparation: A comparison with general teacher education
    • Brownell, M. T., Ross, D. D., Colon, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38, 242-252. doi:10.1177/00224669050380040601
    • (2005) The Journal of Special Education , vol.38 , pp. 242-252
    • Brownell, M.T.1    Ross, D.D.2    Colon, E.P.3    McCallum, C.L.4
  • 7
    • 68649097240 scopus 로고    scopus 로고
    • Appreciative inquiry is not (just) about the positive
    • Bushe, G. (2007). Appreciative inquiry is not (just) about the positive. OD Practitioner, 39, 30-35.
    • (2007) OD Practitioner , vol.39 , pp. 30-35
    • Bushe, G.1
  • 8
    • 84877862312 scopus 로고    scopus 로고
    • Supporting peer relationships
    • M. E. Snell & F. Brown (Eds.) Upper Saddle River, NJ: Pearson Education
    • Carter, E. W. (2011). Supporting peer relationships. In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. 431-460). Upper Saddle River, NJ: Pearson Education.
    • (2011) Instruction of Students with Severe Disabilities (7th Ed , pp. 431-460
    • Carter, E.W.1
  • 10
    • 1942503950 scopus 로고    scopus 로고
    • Academic progress of students across inclusive and traditional settings
    • Cole, C., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42, 136-144. doi:10.1352/0047-6765
    • (2004) Mental Retardation , vol.42 , pp. 136-144
    • Cole, C.1    Waldron, N.2    Majd, M.3
  • 12
    • 34250630787 scopus 로고    scopus 로고
    • Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure
    • Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30, 74-88. doi:10.2307/30035543
    • (2007) Learning Disability Quarterly , vol.30 , pp. 74-88
    • Coyne, M.D.1    McCoach, D.B.2    Kapp, S.3
  • 14
    • 84860730145 scopus 로고    scopus 로고
    • Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities
    • Dessemontet, R. S., Bless, G., & Morin, D. (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56, 579-587. doi:10.1111/j.1365-2788.2011.01497.x
    • (2012) Journal of Intellectual Disability Research , vol.56 , pp. 579-587
    • Dessemontet, R.S.1    Bless, G.2    Morin, D.3
  • 15
    • 0011047032 scopus 로고
    • The criterion of the least dangerous assumption
    • Donnellan, A. M. (1984). The criterion of the least dangerous assumption. Behavioral Disorders, 9, 41-50.
    • (1984) Behavioral Disorders , vol.9 , pp. 41-50
    • Donnellan, A.M.1
  • 16
  • 18
    • 85082151972 scopus 로고    scopus 로고
    • An important component in successful inclusion practices: Instructional adaptations
    • Fidan, A., Cihan, H., & Özbey, F. (2014). An important component in successful inclusion practices: Instructional adaptations. Procedia-Social and Behavioral Sciences, 116, 4894-4898. doi:10.1016/j.sbspro.2014.01.1045
    • (2014) Procedia-Social and Behavioral Sciences , vol.116 , pp. 4894-4898
    • Fidan, A.1    Cihan, H.2    Özbey, F.3
  • 19
    • 0036763537 scopus 로고    scopus 로고
    • Development and social competence after two years for students enrolled in inclusive and self-contained educational programs
    • Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons With Severe Disabilities, 27, 165-174. doi:10.2511/rpsd.27.3.165
    • (2002) Research and Practice for Persons with Severe Disabilities , vol.27 , pp. 165-174
    • Fisher, M.1    Meyer, L.H.2
  • 20
    • 12744272453 scopus 로고    scopus 로고
    • Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: An Australian perspective
    • Foreman, P., Arthur-Kelly, M., Pascoe, S., & King, B. S. (2004). Evaluating the educational experiences of students with profound and multiple disabilities in inclusive and segregated classroom settings: An Australian perspective. Research and Practice for Persons with Severe Disabilities, 29, 183-193. doi:10.2511/rpsd.29.3.183
    • (2004) Research and Practice for Persons with Severe Disabilities , vol.29 , pp. 183-193
    • Foreman, P.1    Arthur-Kelly, M.2    Pascoe, S.3    King, B.S.4
  • 21
    • 0028502568 scopus 로고
    • Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities
    • Foster-Johnson, L., Ferro, J., & Dunlap, G. (1994). Preferred curricular activities and reduced problem behaviors in students with intellectual disabilities. Journal of Applied Behavior Analysis, 27, 493-504. doi:10.1901/jaba.1994.27-493
    • (1994) Journal of Applied Behavior Analysis , vol.27 , pp. 493-504
    • Foster-Johnson, L.1    Ferro, J.2    Dunlap, G.3
  • 23
    • 36248955064 scopus 로고    scopus 로고
    • The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers
    • Kalambouka, A., Farrell, P., & Dyson, A. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49, 365-382. doi:10.1080/00131880701717222
    • (2007) Educational Research , vol.49 , pp. 365-382
    • Kalambouka, A.1    Farrell, P.2    Dyson, A.3
  • 24
    • 84993824958 scopus 로고    scopus 로고
    • Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access
    • Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81, 312-328. doi:10.1177/0014402914563697
    • (2015) Exceptional Children , vol.81 , pp. 312-328
    • Kleinert, H.1    Towles-Reeves, E.2    Quenemoen, R.3    Thurlow, M.4    Fluegge, L.5    Weseman, L.6    Kerbel, A.7
  • 25
    • 77957893980 scopus 로고    scopus 로고
    • Individual education plan goals and services for adolescents with autism: Impact of age and educational setting
    • Kurth, J. A., & Mastergeorge, A. M. (2010). Individual education plan goals and services for adolescents with autism: Impact of age and educational setting. The Journal of Special Education, 44, 146-160. doi:10.1177/0022466908329825
    • (2010) The Journal of Special Education , vol.44 , pp. 146-160
    • Kurth, J.A.1    Mastergeorge, A.M.2
  • 26
    • 84858781619 scopus 로고    scopus 로고
    • Impact of setting and instructional context for adolescents with autism
    • Kurth, J. A., & Mastergeorge, A. M. (2012). Impact of setting and instructional context for adolescents with autism. The Journal of Special Education, 46, 36-48. doi:10.1177/0022466910366480
    • (2012) The Journal of Special Education , vol.46 , pp. 36-48
    • Kurth, J.A.1    Mastergeorge, A.M.2
  • 27
    • 84923764721 scopus 로고    scopus 로고
    • The persistence of highly restrictive special education placements for students with low-incidence disabilities
    • Kurth, J. A., Morningstar, M. E., & Kozleski, E. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons With Severe Disabilities, 39, 227-239. doi:10.1177/1540796914555580
    • (2014) Research and Practice for Persons with Severe Disabilities , vol.39 , pp. 227-239
    • Kurth, J.A.1    Morningstar, M.E.2    Kozleski, E.3
  • 28
    • 33749681168 scopus 로고    scopus 로고
    • Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities
    • Lee, S. H., Amos, B. A., Gragoudas, S., Lee, Y., Shogren, K. A., Theoharis, R., & Wehmeyer, M. L. (2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41, 199-212.
    • (2006) Education and Training in Developmental Disabilities , vol.41 , pp. 199-212
    • Lee, S.H.1    Amos, B.A.2    Gragoudas, S.3    Lee, Y.4    Shogren, K.A.5    Theoharis, R.6    Wehmeyer, M.L.7
  • 29
    • 84856029286 scopus 로고    scopus 로고
    • Impact of curriculum modifications on access to the general education curriculum for students with disabilities (Report)
    • Lee, S.-H., Wehmeyer, M. L., Soukup, J. H., & Palmer, S. B. (2010). Impact of curriculum modifications on access to the general education curriculum for students with disabilities (Report). Exceptional Children, 76, 213-233.
    • (2010) Exceptional Children , vol.76 , pp. 213-233
    • Lee, S.-H.1    Wehmeyer, M.L.2    Soukup, J.H.3    Palmer, S.B.4
  • 30
    • 0005014819 scopus 로고    scopus 로고
    • Exploring the association between integrated therapy and inclusive education
    • Mackey, S., & McQueen, J. (1998). Exploring the association between integrated therapy and inclusive education. British Journal of Special Education, 25, 22-27.
    • (1998) British Journal of Special Education , vol.25 , pp. 22-27
    • MacKey, S.1    McQueen, J.2
  • 32
    • 33748911991 scopus 로고    scopus 로고
    • Comparison of the instructional contexts of students with severe disabilities and their peers in general education classes
    • McDonnell, J., Thorson, N., & McQuivey, C. (2000). Comparison of the instructional contexts of students with severe disabilities and their peers in general education classes. Journal of the Association for Persons With Severe Handicaps, 25, 54-58.
    • (2000) Journal of the Association for Persons with Severe Handicaps , vol.25 , pp. 54-58
    • McDonnell, J.1    Thorson, N.2    McQuivey, C.3
  • 33
    • 84866711289 scopus 로고    scopus 로고
    • Are we moving toward educating students with disabilities in less restrictive settings?
    • McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). Are we moving toward educating students with disabilities in less restrictive settings? The Journal of Special Education, 46, 131-140. doi:10.1177/0022466910376670
    • (2012) The Journal of Special Education , vol.46 , pp. 131-140
    • McLeskey, J.1    Landers, E.2    Williamson, P.3    Hoppey, D.4
  • 34
    • 84960914863 scopus 로고    scopus 로고
    • Special education students' placement preferences as shown in special education journals
    • Article 7
    • Miller, M., Garriott, P., & Mershon, D. (2005). Special education students' placement preferences as shown in special education journals. Electronic Journal of Inclusive Education, 1, Article 7.
    • (2005) Electronic Journal of Inclusive Education , vol.1
    • Miller, M.1    Garriott, P.2    Mershon, D.3
  • 36
    • 0039486309 scopus 로고    scopus 로고
    • Outcomes for students with learning disabilities in inclusive and pullout programs
    • Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 203-222.
    • (2002) Exceptional Children , vol.68 , pp. 203-222
    • Rea, P.J.1    McLaughlin, V.L.2    Walther-Thomas, C.3
  • 37
    • 78149450886 scopus 로고    scopus 로고
    • Inclusive education and students without special educational needs
    • Ruijs, N. M., Van der Veen, I., & Peetsma, T. T. (2010). Inclusive education and students without special educational needs. Educational Research, 52, 351-390. doi:10.1080/00131881.2010.524749
    • (2010) Educational Research , vol.52 , pp. 351-390
    • Ruijs, N.M.1    Van Der Veen, I.2    Peetsma, T.T.3
  • 38
    • 0344060020 scopus 로고    scopus 로고
    • Defining school inclusion for students with moderate to severe disabilities: What do experts say?
    • Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining school inclusion for students with moderate to severe disabilities: What do experts say? Exceptionality, 8, 101-116. doi:10.1207/S15327035EX0802-2
    • (2000) Exceptionality , vol.8 , pp. 101-116
    • Ryndak, D.L.1    Jackson, L.2    Billingsley, F.3
  • 39
    • 84903516363 scopus 로고    scopus 로고
    • Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future
    • Ryndak, D. L., Jackson, L. B., & White, J. M. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future. Inclusion, 1, 28-49. doi:10.1352/2326-6988-1.1.028
    • (2013) Inclusion , vol.1 , pp. 28-49
    • Ryndak, D.L.1    Jackson, L.B.2    White, J.M.3
  • 40
    • 84925430761 scopus 로고    scopus 로고
    • Advances in schoolwide inclusive school reform
    • Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, 36, 94-99. doi:10.1177/0741932514555021
    • (2014) Remedial and Special Education , vol.36 , pp. 94-99
    • Sailor, W.1
  • 42
    • 0033470325 scopus 로고    scopus 로고
    • The impact of inclusion on students with and without disabilities and their educators
    • Salend, S., & Duhaney, L. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20, 114-126. doi:10.1177/074193259902000209
    • (1999) Remedial and Special Education , vol.20 , pp. 114-126
    • Salend, S.1    Duhaney, L.2
  • 43
    • 84873897752 scopus 로고    scopus 로고
    • The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers
    • Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual and Developmental Disability, 38, 23-30. doi:10.3109/13668250.2012.757589
    • (2013) Journal of Intellectual and Developmental Disability , vol.38 , pp. 23-30
    • Sermier Dessemontet, R.1    Bless, G.2
  • 45
    • 84970196722 scopus 로고
    • Effects of inclusion on the academic performance of classmates without disabilities: A preliminary study
    • Sharpe, M. N., York, J., & Knight, J. (1994). Effects of inclusion on the academic performance of classmates without disabilities: A preliminary study. Remedial and Special Education, 15, 281-287. doi:10.1177/074193259401500503
    • (1994) Remedial and Special Education , vol.15 , pp. 281-287
    • Sharpe, M.N.1    York, J.2    Knight, J.3
  • 48
    • 84856037934 scopus 로고    scopus 로고
    • Effect of intervention with the self-determined learning model of instruction on access and goal attainment
    • Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the self-determined learning model of instruction on access and goal attainment. Remedial and Special Education, 33, 320-330. doi:10.1177/0741932511410072
    • (2012) Remedial and Special Education , vol.33 , pp. 320-330
    • Shogren, K.A.1    Palmer, S.B.2    Wehmeyer, M.L.3    Williams-Diehm, K.4    Little, T.D.5
  • 50
    • 34548279787 scopus 로고    scopus 로고
    • Classroom variables and access to the general curriculum for students with disabilities
    • Soukup, J. H., Wehmeyer, M. L., Bashinski, S. M., & Bovaird, J. A. (2007). Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74, 101-120.
    • (2007) Exceptional Children , vol.74 , pp. 101-120
    • Soukup, J.H.1    Wehmeyer, M.L.2    Bashinski, S.M.3    Bovaird, J.A.4
  • 52
    • 0002528395 scopus 로고
    • Grounded theory methodology: An overview
    • N. K. Denzin & Y. S. Lincoln (Eds.) Thousand Oaks, CA: SAGE
    • Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Thousand Oaks, CA: SAGE.
    • (1994) Handbook of Qualitative Research , pp. 273-285
    • Strauss, A.1    Corbin, J.2
  • 53
    • 0013445874 scopus 로고    scopus 로고
    • Self-determination and individuals with significant disabilities: Examining meanings and misunderstandings
    • Wehmeyer, M. L. (1998). Self-determination and individuals with significant disabilities: Examining meanings and misunderstandings. Journal of the Association for Persons With Severe Handicaps, 23, 5-16. doi:10.2511/rpsd.30.3.113
    • (1998) Journal of the Association for Persons with Severe Handicaps , vol.23 , pp. 5-16
    • Wehmeyer, M.L.1
  • 54
    • 70349499479 scopus 로고    scopus 로고
    • Autodeterminacion y la tercera generacion de la practices de inclusion
    • Wehmeyer, M. L. (2009). Autodeterminacion y la tercera generacion de la practices de inclusion [Self-determination and the third generation of inclusive practices]. Revista de Educacion [Journal of Education], 349, 45-67.
    • (2009) Revista de Educacion [Journal of Education] , vol.349 , pp. 45-67
    • Wehmeyer, M.L.1
  • 55
    • 84871208940 scopus 로고    scopus 로고
    • Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination
    • Wehmeyer, M. L., Palmer, S. B., Shogren, K. A., Williams-Diehm, K., & Soukup, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46, 195-210. doi:10.1177/002246691039237
    • (2013) The Journal of Special Education , vol.46 , pp. 195-210
    • Wehmeyer, M.L.1    Palmer, S.B.2    Shogren, K.A.3    Williams-Diehm, K.4    Soukup, J.5


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.