Inequities in Opportunities for Students With Disabilities to Learn as Evidenced by Components of Individualized Education Plans

• In Event: A Systems Approach: Identifying and Addressing Systemic Barriers for Students With Disabilities

Abstract

This study examined placement conditions, demographic characteristics of student participants, the intensity of participant's support needs, and their relationship to opportunities to respond for students with extensive support needs.

Perspective(s) or theoretical framework Opportunities to respond to questions and content and the rate at which students learn new skills is directly linked to the number of instructional trials they receive (Brophy & Good, 1986; Greenwood, Delquadri, & Hall, 1984; Reynolds, 1991; Rosenshine & Stevens, 1986). Put simply, the more opportunities students have to practice a skill, the faster they will learn it. Research for this population of students has found that there is increased access to content and skills in general education inclusive classes than in segregated special education classes (e.g., Gee et al., 2020; Taub et al., 2017), yet placement data for this population demonstrates that 98.4% of these students are in segregated settings for 80% or more of their day (Kurth et al., 2014). Thus, an important component of opportunity to learn requires an investigation of opportunities to respond in relation to intensity of support, student characteristics, and placement conditions.

Data Sources The following data sources were used in this research: Supports Intensity Scale-Children’s Version™ (SIS-C), a tool developed to “addresses the need for measures specific to the support needed by children [with intellectual and developmental disabilities] in typical, age-appropriate environments (AAIDD, nd); Student Demographic Forms, an ecological classroom observation tool (ECAT) and Goal Attainment Scaling Data.

Methods Student and classroom data was collected as a part of a larger cross-state ies study. Each data tool required two independent raters who had been trained to a mastery level and achieved a set level of inter-rater reliability. For instance, Investigators were trained on data tools (such as the ECAT) until 90% inter-rater reliability was achieved. Pairs of researchers observed classrooms and collected data at timed intervals and then coding was compared at the end of the session. When possible, video of the classroom experience were reviewed to address any discrepancies. When not possible, the two observers came to a consensus agreement. Researchers also used IEPs and other state level data (e.g., LRE) for data collection. ANOVA analysis was used to identify variable relationships and levels of significance in relationship between opportunities to respond, intensity of supports, student characteristics, and placement conditions.

Results The findings are specific to students with extensive support needs, who typically participate in alternate assessments, have an intellectual disability, autism, or multiple disabilities (Taub et al., 2017). Patterns from IEP components, student characteristics, and placement are discussed within the context of systemic structures to begin to identify policies, practices, and procedures that need to be further investigated in ongoing efforts to increase opportunities to respond and thus opportunities to learn.

Significance The findings from this study call into question the policy and practices that place students with extensive support needs in segregated settings because of a belief that they will have more intense instruction and more opportunities to respond.

Authors

• Matthew Jameson, Utah State University

• Joanna Ryan, University of North Dakota

• Kirsten Rebecca Lansey, University of Arizona

• Elissa Lockman Turner, University of Kansas