Browsing by Subject "extensive support needs"
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Item Separate School Placement for Students with Extensive Support Needs: Potential Impact of School Locale and Charter School Enrollment(2022) Bowman, Jessica B; Wu, Yi-Chen; Ghere, Gail; Wakeman, Shawnee; Johnson, HollySeparate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment and research that has demonstrated the positive impact of inclusive education. In this study, we extend research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy. To do this, we describe (1) the percentage of separate schools for states with separate school placement rates for students with ESN higher, at, and below the national average by locale and (2) the number of separate special education charter schools by state and locale. Data in this study offer a more detailed glimpse into numbers of separate school in states and indicate varying proportions among each locale in states with high, average, and low separate school placement rates. A very limited number of self-identified separate special education charter schools nationwide seems to indicate minimal impact on separate school placement rates for students with ESN.Item Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms(Research and Practice for Persons with Severe Disabilities, 2024) Bowman, Jessica A; McDonnell, John; Karp, Karen; Coleman, Olivia F; Clifton, Carrie; Aiono Conradi, Lyndsey; Ryan, Joanna; Farrell, MichaelIn this convergent mixed methods design study, single subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semiconcrete-abstract instructional sequence (CSA). This study investigated the impact of the intervention on the word problem solving, strategy use, and concept acquisition of three students with extensive support needs (ESN). The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word problems. Single-subject data indicated that all three students learned to solve word problems given concrete materials but needed more time to master the use of semiconcrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word problems, and mastered addition word problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word problem-solving performance. Limitations and implications for research are discussed.