Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms

By P. Hunt, G. Soto, Julie Maier, K. Doering. 2003

191 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/d0c83e4a87404d599aa6cfe863404f55996b136a

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. S. Pijl
2. E. V. van Houten
3. M. Koster
4. E. Carter
5. H. Nakken
6. C. Hughes
7. Turki Alquraini
8. G. Lindsay

In Education

1. E. Carter
2. Turki Alquraini
3. Dianne M. Gut
4. E. V. van Houten
5. M. Koster
6. H. Nakken
7. C. Hughes
8. Kyle Ingle

In Safety Research

1. S. Pijl
2. E. Carter
3. C. Hughes
4. Turki Alquraini
5. G. Lindsay
6. D. Rindskopf
7. W. Shadish
8. L. Hedges

Citations in the corpus

• Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “initiating and responding to interactions, participating in conversations, working collaboratively) with classmates were systematically observed (Hunt et al., 2003).”
• Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Indeed, a collaborative teaming model offers one promising approach for ensuring that placement and support decisions are not made in isolation by teachers (Hunt et al., 2003).”
• Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities (2009, background): “In this study, Hunt et al. (2003) organized collaborative pairs to investigate the effectiveness of Unified Plans of Support as a model for developing classroom supports for students with severe disabilities and at-risk for school failure.”
• Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance (2011, result): “Furthermore, other studies suggest the importance of teams within schools ( Hunt et al. , 2003”
• Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012, background): “These areas include academic achievement, life, communication, and socialization in their neighborhood schools (Cole et al., 2004; Foreman et al., 2004; Hunt et al., 2003; Westling & Fox, 2009).”
• Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010, unknown): “Implemented by teachers and others (Hunt et al., 2002; Hunt et al., 2003).”
• The state of the science in the meta-analysis of single-case experimental designs (2008, background): “Hunt, Soto, Maier and Doering ( 2003 ) was a synthesis of six single-case designs with both a baseline and a treatment phase.”
• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “In a systematic review of 26 studies, Kalambouka et al. (2005) identified 23% positive findings, 15% negative, 53% neutral and 10% mixed findings with respect to impact of inclusion on non-SEN pupils. Most studies concerned the inclusion of pupils with difficulties in learning or cognition and there”