Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators

By E. Carter, C. Hughes. 2006

140 citations recorded by the source corpus.

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Citations in the corpus

Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities (2010, background): “…and the expectations youth hold for themselves have all been cited as factors influencing the employmentrelated experiences of youth with disabilities (e.g., Carter & Hughes, 2006; Grigal & Neubert, 2004; Morgan & Alexander, 2005; Trainor et al., 2008; Wandry et al., 2008; Zhang et al., 2005).”
Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors (2020, background): “…greater opportunities to access the general education curriculum (Soukup, Wehmeyer, Bashinski, & Bovaird, 2007), (b) enhanced access to content area expertise and age-appropriate instructional materials (Kleinert et al., 2015), and (c) increased naturalistic peer supports (Carter & Hughes, 2006).”
Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators (2008, background): “Research in areas such as secondary inclusion (Carter & Hughes, 2006); social/behavioral expectations (Lane, Pierson, & Givner, 2004); and mathematics instructional/assessment practices (Maccini & Gagnon, 2006), however, suggest that general and special educators at the secondary level may hold…”
Effects of a Social Skills Intervention among High School Students with Intellectual Disabilities and Autism and Their General Education Peers (2011, background): “Because teachers report (a) valuing social interaction between students with and without disabilities (e.g., Carter & Hughes, 2006) and (b) believing that programming such interaction is feasible (Carter & Pesko, 2008), future efforts should investigate how teachers can be motivated to and…”
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms (2007, background): “…qualitative research (e.g., Carter, Hughes, et al., 2005; Schnorr, 1997), and studies of educator and paraprofessional training needs (Agran et al., 2002; Carter & Hughes, 2006) underscore the need for support and facilitative strategies that have been empirically validated in inclusive settings.”
Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012, background): “Administrative support Inclusive service delivery models require effort and support from other staff in schools, especially administrators (Carter & Hughes, 2006).”