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Students with significant disabilities often attend general education (mainstream) classrooms, yet they are not receiving adequate support to experience full school participation. This qualitative case study was conducted to explore how key intrinsic (i.e. personal skills and abilities) and extrinsic (i.e. environmental) factors influence the participation of an elementary (primary) student with significant disabilities in an inclusive placement. Our goal was to promote a deeper understanding of meaningful participation that bridges the fields of occupational therapy and inclusive education. Using the Person-Environment-Occupation-Performance (PEOP) model as a theoretical framework and single-case design, data were collected from classroom observations and semi-structured interviews with the teacher, education assistant, and classmates of a third-grade student with physical and intellectual disabilities. Thematic analysis was deductive, guided by the theoretical framework. Findings suggest the expression of personal skills and abilities is dependent on extrinsic factors, such as the classroom culture and social environment. Findings also suggest a student with significant disabilities experiences minimal participation in occupations that foster academic inclusion. To promote meaningful participation in general education classrooms, we suggest addressing contextual factors that facilitate participation in occupations linked to the curriculum, thus supporting the need for collaborative partnerships between teachers and occupational therapists. [ABSTRACT FROM AUTHOR]

Supported employment (SE) and customized employment (CE) are vocational rehabilitation services designed to assist job seekers with significant disabilities to find meaningful competitive integrated employment. We conducted an analysis of Rehabilitation Service Administration (RSA-911) data for fiscal years 2017–2020 to determine the outcomes at the exit for individuals receiving SE and CE services. Specifically, we examined (a) what occupations, according to the Standard Occupational Classification (SOC) system, are individuals obtaining after exiting from state vocational rehabilitation SE and CE services, (b) if there is a difference in occupational types at the exit for individuals who receive SE and CE services, (c) if there is a difference in hourly wages and hours worked at the exit for individuals who receive SE and CE services, and (d) if there are differences in wages, after controlling for sex and race at exit for SE and CE service recipients. Results indicated most individuals receiving SE and CE services exit into three broad SOC code categories: Food preparation and servicing related, office and administrative support, and building grounds cleaning and maintenance occupations. Proportional differences suggest that individuals receiving CE are exploring a wider range of occupations compared with SE. There was a significant difference in wages between SE and CE but no difference in hours worked between SE and CE service recipients. [ABSTRACT FROM AUTHOR]

BACKGROUND: Passage of the Workforce Innovation and Opportunity Act (WIOA) of 2014 placed an emphasis on increasing student education and preparation for employment for students as young as 14. When Virginia Commonwealth University (VCU) was awarded a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) to establish a Rehabilitation and Research Training Center (RRTC) on employment for transition-age youth with disabilities, one of the studies focused on knowledge translation methods to develop and deliver a toolkit to assist VR counselors (and others) providing pre-employment transition services (Pre-ETS) to students 14 to 16 years of age with significant disabilities. OBJECTIVE: The purpose of this practice brief is to share preliminary findings from Phase 1 and Phase 2 of VCU-RRTC on Employment of Transition-Age Youth with Disabilities' study, Effects of Knowledge Translation Methods on Vocational Rehabilitation Counselors Providing Pre-ETS to Youth with Significant Disabilities 14–16 years of age. METHOD: To prepare this practice brief, program staff conducted a thematic analysis of interview findings from Phase 1 and reviewed program materials from Phase 2 to identify preliminary observations. Program materials included instructor case notes, student reports, student pre- and post-tests, interviews with families, vocational rehabilitation counselors, and school staff after instruction. RESULTS: From Phase 1, VR counselors, educators, and families desired early exposure to career exploration and felt that interest-driven experiences and education was generally lacking. From Phase 2, it was observed that lesson content needed to be relevant and engaging to younger students, who often had a very abstract understanding of work and limited self-awareness about career interests, personal interests, and strengths. CONCLUSION: Preliminary findings from Phase 1 and Phase 2 of the study underscore the desire and need to increase collaboration between educators, vocational rehabilitation counselors, and families. Observations from Phase 2 demonstrate the value of Pre-ETS instruction to younger students with significant disabilities, and how increased collaboration can prepare students for employment through early career exploration, workplace readiness skills, and community based work experiences. [ABSTRACT FROM AUTHOR]

BACKGROUND: There is clear federal priority to develop effective strategies to mitigate the continued disparity in employment opportunities and outcomes for people with significant disabilities. At the same time, there are calls for rehabilitation practitioners to understand, utilize, and implement evidence-based practices (EBP) with fidelity to improve rehabilitation outcomes, such as competitive integrated employment. Customized employment (CE) emerged as a promising practice that promotes improved employment outcomes. OBJECTIVE: The purpose of this manuscript is to describe published literature on CE and to make recommendations on the best methods for establishing CE as an evidence-based practice. METHOD: We included 10 articles classified as "data-based" articles from a review of the literature on CE conducted by Riesen et al. We also conducted an electronic search of articles on CE published between 2015 and 2021. RESULTS: This review indicates that CE research is predominantly descriptive. Based on the results of the review, we categorized CE research into three types: model description and project evaluation, perceptions of CE, and essential structure and competency. The descriptive studies suggest that CE produces quality employment outcomes for people with disabilities. CONCLUSION: While research on CE has expanded, future research on CE should use more robust indicators including (a) quality descriptions of the participants, (b) quality descriptions of settings and conditions, (c) descriptions of the independent variables, (d) descriptions of fidelity to procedures, and (e) quality descriptions of social validity measures. Researchers should also focus on using correlational research to establish customized employment as an evidence-based practice. [ABSTRACT FROM AUTHOR]

For students with autism, recess is often a missed opportunity to develop social competence and relationships. Although interventions have been developed to promote interactions and social skills for students with average or above-average intellectual functioning, there has been less focus on students with autism who have below-average intellectual functioning or who meet the criteria for intellectual disability. In this single-case design study, we tested the efficacy of a combined peer-mediated and social skills instruction intervention on the interactions, play, and social skills of three students with autism who met their state's criteria for alternate assessment for students with significant cognitive disabilities. Social skills instruction featured video models that portrayed same-aged peers demonstrating individualized social skills on the playground. For all three students, there were substantial increases in interactions, play and social skills, and students and their peers provided positive feedback about the intervention. [ABSTRACT FROM AUTHOR]

Thanks to legislation that supports inclusion of students with significant disabilities in general education, content area teachers need to have appropriate knowledge, training, and self-efficacy to work successfully with these students in their classrooms. In this study, a survey of high school general education teachers investigated their perceived knowledge and capabilities related explicitly to teaching students with significant disabilities. We surveyed a range of subject areas, years of experience, and educational/training attained. The findings support existing, recent research highlighting the challenges of securing a high-quality inclusive learning experience for students with significant disabilities. Implications include the need for training and experience in special education topics for general education teachers to support their ability to teach students with significant disabilities in inclusive settings. [ABSTRACT FROM AUTHOR]

Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a framework intended to benefit all students in a school. However, recent research suggests that students with significant disabilities may not fully participate in SWPBIS. Given the complex reasons for varied involvement in SWPBIS (e.g., student educational placement), the purpose of this study was to investigate expert perspectives on the extent to which students with significant disabilities should be included in SWPBIS. Overall, experts agreed students with significant disabilities should be included in all tiers of SWPBIS, receive instruction in schoolwide rules and expectations, and have the opportunity to participate in schoolwide reward systems. Experts shared differing perspectives on the ways behavior violations of students with significant disabilities should be documented. [ABSTRACT FROM AUTHOR]

Trends in the supplementary aids and services (SAS) written in individualized education programs (IEPs) for students with significant disabilities (a) in different educational placements, (b) with and without behavior support plans (BSP), and (c) with and without complex communication needs (CCN) are examined using multivariate analysis of variance. Results show no significant differences in SAS for students across separate, resource, and inclusive placements. Students with BSPs had significantly more collaborative and behavior SAS than those without BSPs. Students with CCN had significantly more social-communication SAS than those whose IEPs indicated little to no communication support needs; however, 51.1% of students with CCN had no social-communication SAS. Findings raise concern around the extent to which SAS are considered before placement decisions, the high frequency of paraprofessional support for students with BSPs, and the low frequency of social-communication SAS written for students with CCN. Implications for policy, practice, and future research are provided. [ABSTRACT FROM AUTHOR]

BACKGROUND: Utah's School-to-Work Initiative is funded by a Partnerships in Integrated Employment Systems Change grant. Our project focuses on building school-level collaborative teams to support transitioning students with the most significant disabilities. Participating students complete work experiences and paid internships leading to permanent competitive integrated employment prior to exit. OBJECTIVE: By integrating two predictors for post-secondary employment, our framework implements customized employment to demonstrate Employment First for students with the most significant disabilities. METHODS: An advisory board evaluated applications and selected Utah secondary schools representing urban, suburban, and rural areas. We provide professional development on transition during biannual community of practice meetings. Subject matter experts provide technical assistance to collaborative teams on implementing customized employment. RESULTS: Eight school districts have collaborative teams that serve nine secondary schools. We braid funding from VR, Medicaid Waiver, and WIOA to support students with significant disabilities obtain competitive integrated employment. Students' outcomes have been challenged by the lack of employment providers for customized employment, the turnover of staff in agencies, and the limited resources for English language learners. CONCLUSIONS: We have successfully braided funding and collaboratively support 82 students with significant disabilities and families to navigate the adult agency process. [ABSTRACT FROM AUTHOR]

Existing research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers' perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented. [ABSTRACT FROM AUTHOR]

Implantable motor neuroprosthetic systems can restore function to individuals with significant disabilities, such as spinal cord injury, stroke, cerebral palsy, and multiple sclerosis. Neuroprostheses provide restored functionality by electrically activating paralysed muscles in coordinated patterns that replicate (enable) controlled movement that was lost through injury or disease. It is important to consider the general topology of the implanted system itself. The authors demonstrate that the wired multipoint implant technology is practical and feasible as a basis for the development of implanted multi-function neuroprosthetic systems. The advantages of a centralised power supply are significant. Heating due to recharge can be mitigated by using an actively cooled external recharge coil. Using this approach, the time required to perform a full recharge was significantly reduced. This approach has been demonstrated as a practical option for regular clinical use of implanted neuroprostheses.

Students with significant disabilities typically experience poor postschool employment outcomes. However, when provided opportunities to work and engage within their communities, they can gain necessary work-specific and workplace social skills to improve outcomes. This article outlines a six-step model for community-based employment programs designed to support students with significant disabilities. The six steps include (a) interagency collaboration, (b) staff training, (c) scheduling, (d) skill acquisition, (e) data tracking, and (f) student involvement. One teacher's experience as she worked to create such a program is used as a guide to indicate how the steps can be transferred to other schools. [ABSTRACT FROM AUTHOR]

Inclusion of students with severe intellectual disabilities in general education classrooms remains a major challenge in education systems around the world. This is despite the manifest value of inclusion: it is consistent with today's hybrid, diverse knowledge societies, there are direct benefits for all students involved, and inclusion is a human right, which means that a status quo in which students are segregated for most of the school day needs to be continually challenged. This conceptual paper discusses how communities of practice, as an alternative theoretical framework of knowledge, can address some of the persistent barriers to inclusive education for these students. A community of practice (a) provides an alternative to a traditional top-down approach to innovation, (b) allows space for uncertainty and trust, (c) closes the gap between espoused theory and theory in use about special expertise, and (d) dilutes the effects of power imbalances and competing priorities among parents and educators. Adopting this framework of fluid knowledge based on local narratives can help inclusion teams recognise the unique ways in which they can move their practice forward; it can also help teacher preparation programmes shift away from a diagnostic focus when preparing teacher candidates to include students with disabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of coaching caregivers to embed both communication and motor outcomes concurrently within daily routines of their infants or toddlers with significant disabilities using Enhanced Milieu Teaching (EMT) strategies. The coaching and embedding practices were part of a multicomponent intervention known as Embedded Practices and Intervention with Caregivers (EPIC). Three children, aged 15 to 23 months with significant disabilities, their caregivers, and an early intervention provider participated in this single case multiple probe design study. Primary dependent variables were caregivers' number of naturalistic teaching strategies used and rates of correctly embedded instruction for each learning target in each routine. Child motor and communication outcomes were also examined. Results provide initial support for the positive effects of the EPIC approach using EMT strategies to embed intervention on two developmental domains concurrently in caregiver's daily routines. [ABSTRACT FROM AUTHOR]

In this review, we applied Bronfenbrenner's ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR]

Despite decades of advocacy, most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms. However, there is tremendous variability of educational placement across the United States. Identification of geographic trends that explain this variability could provide opportunities for targeted advocacy. Using state-level data in Ohio, we tested the hypothesis that urbanicity predicts educational placement. Through mapping and multivariate analysis of variance, we found that students in urban districts tended to spend less time in general education classrooms, and students in rural districts tended to spend more time in general education classrooms. Furthermore, the urban districts with the largest enrollments tended to place an even lower proportion of students in general education classrooms. Given their disproportionate influence on state trends and propensity toward more self-contained and segregated placements, large urban districts offer a unique opportunity for targeted advocacy and change. [ABSTRACT FROM AUTHOR]

Literacy skills are fundamental for all learners. For students with significant disabilities, strong literacy skills provide a gateway to generative communication, genuine friendships, improved access to academic opportunities, access to information technology, and future employment opportunities. Unfortunately, many educators lack the knowledge to design or implement appropriate evidence-based literacy instruction for students with significant disabilities. Furthermore, students with significant disabilities often receive the majority of their instruction from paraeducators. This single-subject design study examined the effects of performance feedback on the delivery skills of paraeducators during systematic and explicit literacy instruction for students with significant disabilities. The specific skills targeted for feedback were planned opportunities for student responses and correct academic responses. Findings suggested that delivery of feedback on performance resulted in increased pacing, accuracy in student responses, and subsequent attainment of literacy skills for students with significant disabilities. Implications for the use of performance feedback as an evaluation and training tool for increasing effective instructional practices are provided. [ABSTRACT FROM AUTHOR]

A multiple baseline single-case study examined the integration of functional and academic goals in an individualized story-based lesson plan incorporating an adapted text on grade level content for adolescent students with moderate to severe intellectual disabilities across three staff-student dyads. The research team collected data on teacher and support staff intervention fidelity as well as scores on weekly social validity surveys. Student data consisted of performance on predetermined academic and functional goals. Staff improved their ability to implement the intervention with fidelity when it was formatted task-analytically. Students also improved their performance on both goals over the duration of the study. Despite student growth, the social validity scores remained relatively stable throughout the entirety of the study. These results suggest that such practices can provide an innovative way for teachers to address functional content while also providing access to the general education curriculum as mandated by IDEA. [ABSTRACT FROM AUTHOR]

New teachers of students with significant disabilities are expected to use evidence-based practices that build academic and functional skills from their first day on the job. Yet, these teachers may struggle with applying information learned in their preservice coursework to their daily instructional practices. One widely accepted means of supporting new special educators is mentoring and coaching. However, geographic and time constraints often limit the amount and quality of mentoring and coaching. This article provides a framework of virtual coaching for supporting new teachers working with students with significant disabilities in a way that addresses these access to coaching issues and describes means of incorporating multiple, integrated online technologies. [ABSTRACT FROM PUBLISHER]

Objective: The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. Methods: The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e. feet going in and out), ladder design (i.e. multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e. verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e. complete an obstacle course). Results: All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e. without error correction). Conclusion: Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed. [ABSTRACT FROM AUTHOR]

Using the most recent estimates of worklife expectancy and a sample of youth and older consumers with significant disabilities who had received services and exited the West Virginia Division of Rehabilitation Services (WVDRS) in federal fiscal year 2007, this research presents an expansion of the streamlined return on investment (ROI) model for approximating a short-term three year ROI to include potential worklife earnings for youth and older consumers in a public vocational rehabilitation (VR) program. The conservative ROI approach adopted by this research produces empirical supports for continuing economic impacts of WVDRS on its consumers, especially for youth with significant disabilities, years after exiting the program. Comparison of the short- and long-term costs and benefits for the youth and older consumers suggests that it makes economic sense for public VR programs to continue to focus on the youth population, even in the time of budgetary constraint. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Although increasing numbers of schools say they are adopting inclusive models of service delivery, many students with significant disabilities continue to experience segregation and isolation in school settings. This article, written from a parent's perspective, highlights a series of questions that school leadership, educators, and families can ask themselves in reflecting on whether their schools offer authentically inclusive experiences. Included are strategies and ideas that schools have used with this parent's child to create and strengthen academically and socially inclusive educational opportunities for all students. [ABSTRACT FROM AUTHOR]

Nationally, less than 8% of students with a disability exit school with a job, enrollment in post-secondary education, involvement in community recreation and leisure activities, or independent living arrangements [8]. Those students most likely to leave school without skills and supports necessary to work in the community are those with the most significant disabilities. The Individualized Career Planning Model provides a transition planning template for these students. The process includes conducting Discovery, writing a Vocational Profile, facilitating a Customized Employment Planning Meeting, and creating a Representational Portfolio. Using the model, students obtain Customized Employment/self-employment, are linked to collaboratively funded supports, and are assisted to access Social Security work incentives such as Plans for Achieving Self Support. [ABSTRACT FROM AUTHOR]

This article introduces a set of four articles with a shared focus on the emerging field of disability studies and its relevance to individuals with significant disabilities and their families. The purpose of this introduction is to summarize the common themes that run through the following articles. Points of agreement and disagreement are discussed. [ABSTRACT FROM AUTHOR]