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Middle School Teams Increasing Access to General Education for Students With Significant Disabilities: Issues Encountered and Activities Observed Across Contexts
University of Florida, Gainesville
* To whom correspondence should be addressed. E-mail: katherinematzen{at}yahoo.com.
The experiences of three students with significant disabilities and their educational teams were studied during these students’ first year of receiving general education services. Interviews were conducted with general educators, special educators, and parents to identify issues encountered during the year. Also, classroom observations were conducted throughout the year in both self-contained and general education settings for each student, and time sampling data were collected on instruction, downtime, and problem behavior. Results indicated that the education teams encountered several issues related to providing general education access for students with significant disabilities relating to two primary areas: (a) philosophical differences about the purpose of providing access to general education for students with significant disabilities, and (b) efforts to collaboratively team and meet the educational needs of the students with significant disabilities. Observational results indicated that the students received more instruction, experienced less downtime, and engaged in fewer problem behaviors in general education settings.
First published on January 27, 2009 |
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