Where Students With the Most Significant Cognitive Disabilities Are Taught

By H. Kleinert, Elizabeth Towles-Reeves, Rachel F. Quenemoen, M. Thurlow, Lauren Fluegge, Laura Weseman, Allison Kerbel. 2015

201 citations recorded by the source corpus.

Subfields: Clinical Psychology, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/9cb9ef4c6937eb57f04b4e0f8a63fdfe46f5564a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Wehmeyer
2. K. Shogren
3. M. Agran
4. J. Kurth
5. Mary E. Morningstar
6. D. Ryndak
7. L. Jackson
8. Susan B. Palmer

In Occupational Therapy

1. M. Wehmeyer
2. M. Agran
3. Susan B. Palmer

In Safety Research

1. M. Wehmeyer
2. K. Shogren
3. J. Kurth
4. M. Agran
5. D. Ryndak
6. Mary E. Morningstar
7. K. Born
8. Alison L. Zagona

Citations in the corpus

• 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): “When compared with self-contained special education classrooms, the general education classroom has been shown to provide (a) greater opportunities to access the general education curriculum (Soukup, Wehmeyer, Bashinski, & Bovaird, 2007), (b) enhanced access to content area expertise and age-appropr”
• Supporting Students With Severe Disabilities in Inclusive Schools (2015, background): “…Fidan, Cihan, & Özbey, 2014), (d) whether the instructor or others offered the student choices (Wehmeyer, 1998), (e) whether the student interacted with another person (Snell & Brown, 2010), and (f) what materials were used (e.g., assistive technology, curriculum materials; Kleinert et al., 2015).”
• Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes (2017, background): “Several studies illustrate that in segregated contexts, instruction is decontextualized, teacher-directed, focused on rote skills, and comprised mostly individual work (e.g., Causton-Theoharis et al., 2011; Kleinert et al., 2015).”
• Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “With growing support for the effectiveness of inclusive education for students with SCD (e.g., Cosier, Causton-Theoharis, & Theoharis, 2013; Kleinert et al., 2015), the resources of these self-contained settings would likely be of better use distributed across high schools to support inclusive speci”
• Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “In fact, Kleinert et al. (2015) found that across 15 states, placement in general education classrooms substantially increased outcomes as compared with more restrictive special education settings for almost 40,000 students with significant disabilities identified as needing the alternative…”