Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs.
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| Title: | Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs. |
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| Authors: | Krishnan, Sudha1 sudha.v.krishnan@sjsu.edu |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2024, Vol. 49 Issue 3, p174-189. 16p. |
| Subject Terms: | *School environment, *Qualitative research, *Occupational roles, *Interprofessional relations, *Internship programs, *Educators, *Decision making, *School administrators, *College teacher attitudes, *Research methodology, *Special education, *Interpersonal relations, *Experiential learning, Work, Interviewing, Thematic analysis, Social integration, Social support |
| Abstract: | This qualitative study examined educational professionals' experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This qualitative study examined educational professionals' experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241247814 |
