Adaptations in General Education Classrooms for Students with Severe Disabilities: Access, Progress Assessment, and Sustained Use
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| Title: | Adaptations in General Education Classrooms for Students with Severe Disabilities: Access, Progress Assessment, and Sustained Use |
|---|---|
| Language: | English |
| Authors: | Finnerty, Megan S., Jackson, Lewis B., Ostergren, Renee |
| Source: | Research and Practice for Persons with Severe Disabilities. Jun 2019 44(2):87-102. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Severe Disabilities, Academic Accommodations (Disabilities), Elementary School Students, Mainstreaming, Regular and Special Education Relationship, Student Centered Learning, Teaching Methods, Peer Teaching, Student Participation, Teamwork, Educational Resources, Inclusion, Cooperative Planning, Teacher Collaboration, Evaluation Methods, Sustainability, Kindergarten, Grade 4 |
| DOI: | 10.1177/1540796919846424 |
| ISSN: | 1540-7969 |
| Abstract: | This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1217518 |
| Database: | ERIC |
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| Abstract: | This study examined material adaptations being used with students who have severe disabilities in general education elementary classrooms during language arts, social studies, and science instruction. Data sources included classroom observations, interviews, and artifacts shared by three general and special educator teams. Findings revealed themes that describe how adaptations (a) facilitate access to grade-level content (tangible, student-centered, and blended with classroom materials and instruction) and (b) enable educators to assess progress in student learning (show what students know, blended with peer learning, and ownership of learning). Findings also revealed a set of themes (team collaboration, resources available, rhythm and routine, and build momentum) that help account for the sustained use of adaptations by educator teams across curricula and school days. Implications for practice and future research are discussed. |
|---|---|
| ISSN: | 1540-7969 |
| DOI: | 10.1177/1540796919846424 |
