A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings.
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| Title: | A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings. |
|---|---|
| Authors: | Kurth, Jennifer A.1 (AUTHOR) jkurth@ku.edu, Kim, Geonhwa1 (AUTHOR), Lockman Turner, Elissa1 (AUTHOR) |
| Source: | Research & Practice for Persons with Severe Disabilities. Sep2026, Vol. 51 Issue 3, p166-183. 18p. |
| Subject Terms: | *School environment, *Mainstreaming in special education, *Experience, *Students, *School children, *Research methodology, Research funding, Scientific observation, Questionnaires, Descriptive statistics |
| Abstract: | Few students with complex support needs are taught in general education (inclusive) classrooms for most of their school day, despite evidence inclusive educational placement benefit students. To better understand how students with complex support needs experience inclusive academic learning, we observed a national sample of 35 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed-methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Our data revealed that students were primarily engaged in grade-appropriate academic activities, were taught primarily by paraprofessionals and general education teachers, and were taught in classrooms with a variety of grade-appropriate materials and resources. Implications of these findings for research and practice are provided. [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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| Header | DbId: ehh DbLabel: Education Research Complete An: 195587776 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kurth%2C+Jennifer+A%2E%22">Kurth, Jennifer A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jkurth@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Geonhwa%22">Kim, Geonhwa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lockman+Turner%2C+Elissa%22">Lockman Turner, Elissa</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+for+Persons+with+Severe+Disabilities%22">Research & Practice for Persons with Severe Disabilities</searchLink>. Sep2026, Vol. 51 Issue 3, p166-183. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+observation%22">Scientific observation</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Few students with complex support needs are taught in general education (inclusive) classrooms for most of their school day, despite evidence inclusive educational placement benefit students. To better understand how students with complex support needs experience inclusive academic learning, we observed a national sample of 35 students with complex support needs using time sampling and fieldnote data in this convergent parallel mixed-methods study to describe (a) the ecobehavioral characteristics of classrooms, (b) the learning activities occurring in classrooms, and (c) how the materials, supports, and learning activities explain student experiences in these classrooms. Our data revealed that students were primarily engaged in grade-appropriate academic activities, were taught primarily by paraprofessionals and general education teachers, and were taught in classrooms with a variety of grade-appropriate materials and resources. Implications of these findings for research and practice are provided. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195587776 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/15407969251374584 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 166 Subjects: – SubjectFull: School environment Type: general – SubjectFull: Mainstreaming in special education Type: general – SubjectFull: Experience Type: general – SubjectFull: Students Type: general – SubjectFull: School children Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Research funding Type: general – SubjectFull: Scientific observation Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Descriptive statistics Type: general Titles: – TitleFull: A Mixed-Methods Study Describing the Experiences of Elementary Students with Complex Support Needs in Inclusive Settings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kurth, Jennifer A. – PersonEntity: Name: NameFull: Kim, Geonhwa – PersonEntity: Name: NameFull: Lockman Turner, Elissa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15407969 Numbering: – Type: volume Value: 51 – Type: issue Value: 3 Titles: – TitleFull: Research & Practice for Persons with Severe Disabilities Type: main |
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