Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs

By M. Fisher, L. Meyer. 2002

258 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/cb73595e6c070d1892b676de0d58c3741256e8c2

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. E. Carter
3. J. Kurth
4. Mary E. Morningstar
5. C. Hughes
6. M. Agran
7. D. Ryndak
8. Vito Loiacono

In Education

1. E. Carter
2. M. Wehmeyer
3. M. Agran
4. J. Kurth
5. C. Hughes
6. Vito Loiacono
7. Valerie Valenti
8. Mary E. Morningstar

In Safety Research

1. M. Wehmeyer
2. E. Carter
3. J. Kurth
4. M. Agran
5. C. Hughes
6. D. Ryndak
7. Mary E. Morningstar
8. Alison L. Zagona

Citations in the corpus

• Where Students With the Most Significant Cognitive Disabilities Are Taught (2015, background): “The importance of access to general education classrooms for students with severe disabilities was further accentuated by the work of Fisher and Meyer (2002).”
• Effective Educational Inclusion of Students on the Autism Spectrum (2011, unknown): “In many cases, physical inclusion of children with autism without these added supports has failed to elicit positive changes in social interactions (Myles et al. 1993), shared attention (Whitaker 2004), or scores on social domains of adaptive assessments ( Fisher and Meyer 2002 ).”
• Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Furthermore, research documenting the social, academic, and behavioral benefits associated with inclusion in general education classes is accumulating steadily (e.g., Carter & Hughes, 2005; Fisher & Meyer, 2002; Freeman & Alkin, 2000; Ryndak & Fisher, 2003).”
• Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings (2012, unknown): “The LRE is often deemed to be the general education classroom and the primary intervention agent is often the classroom teacher (Fisher & Meyer, 2002).”
• Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms (2015, unknown): “…individualized education programs (Hunt, Goetz, & Anderson, 1986; Kurth & Mastergeorge, 2010); (b) more time engaged in general curricular content (Wehmeyer, Lattin, Lapp-Rinker, & Agran, 2003); and (c) better academic, communication, and social outcomes (Fisher & Meyer, 2002; Snell & Brown, 2011).”
• Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting (2010, background): “…disabilities (e.g., Causton-Theoharis & Malmgren, 2005; Cawley, Hayden, Cade, & Baker-Kroczynski, 2002; Dore, Dion, Wagner, & Brunet, 2002; M. Fisher & Meyer, 2002; Hedeen & Ayres, 2002; McCleskey, Henry, & Hodges, 1998; Meyer, 2001), many families and professionals prefer specialized…”
• The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, methodology): “Fisher and Meyer (2002) used standardized measures to compare outcomes over a two-year period for matched sets of students across four states, with one set receiving services in inclusive general education contexts and the other receiving services in self-contained settings.”
• 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): “…growth in academic achievement and the use of academic skills when participating in inclusive settings (Kurth & Mastergeorge, 2010), (b) increased communication and social interactions (Fisher & Meyer, 2002), and (c) increased self-determination skills (Hughes, Cosgriff, Agran, & Washington, 2013).”
• The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities (2014, background): “…further demonstrated that students with low-incidence disabilities learn communication (Foreman, Arthur-Kelly, Pascoe, & King, 2004), social (Carter & Hughes, 2005; Fisher & Meyer, 2002), and employment skills when fully involved in general education settings (Benz, Lindstrom, & Yovanoff, 2000).”
• General Education Teachers Need to Be Prepared to Co-Teach the Increasing Number of Children with Autism in Inclusive Settings. (2010, background): “…professional organizations (see Carter & Hughes, 2006), inclusion of these students has also proven successful in social and educational areas (Fisher & Meyer, 2002; Giangreco & Putnam, 1991; Halvorsen & Sailor, 1990; Hunt & Goetz, 1997; Lipsky & Gartner, 1997; McDonnell, Mathot-Buckner,…”
• Supporting Students With Severe Disabilities in Inclusive Schools (2015, unknown): “…& Morin, 2012; Kurth & Mastergeorge, 2012), communication (Foreman, ArthurKelly, Pascoe, & King, 2004), social (Boutot & Bryant, 2005; Carter, 2011; Fisher & Meyer, 2002), and self-determination (Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little, 2012; Wehmeyer, Palmer, Shogren, Williams-Diehm,…”