The Truth About Least Restrictive Environment, Instructional Contexts, and Outcomes for Students With Extensive Support Needs

Session Type: Symposium

Abstract

Five papers will articulate issues of inequity in services across teaching/placement contexts and the need for systemic change to increase opportunities to learn and improve outcomes for all students, including students with intellectual disabilities and extensive support needs who are part of nondominant cultures and linguistic groups. Together, they describe the realities of services provided for these students across teaching/placement contexts, and the poor outcomes derived from these services. They highlight education systems’ policies, practices, and procedures that seem to contribute to these inequitable and poor outcomes for students based on ability. Further, this session presents policy and practice recommendations and tools for states, districts and schools to facilitate systemic changes that increase opportunities to learn and improve outcomes.

Sub Unit

• SIG-Special and Inclusive Education Research

Chair

• Diane M Ryndak, University of North Carolina - Greensboro

Papers

• Experts' Perceptions of Services Across Types of Placement - Diane M Ryndak, University of North Carolina - Greensboro

• Teaching and Learning Characteristics of Placement Settings Used With Students With Complex Support Needs - Lewis B. Jackson, University of Northern Colorado; Kirsten Rebecca Lansey, University of Arizona; Matthew Jameson, Utah State University

• Access to General Education Standards for Students With Extensive Support Needs: Expert Perspectives on Context and Process - Kathleen E. Gee, California State University - Sacramento; Diane M Ryndak, University of North Carolina - Greensboro

• Piloting of Self-Reflection Tools for States, Districts, and Schools to Facilitate Sustainable Systemic Change - Diane M Ryndak, University of North Carolina - Greensboro