Policy and the Impact on Placement, Involvement, and Progress in General Education

By D. Ryndak, Deborah J. Taub, Cheryl M. Jorgensen, Jean Gonsier-Gerdin, Katrina Arndt, J. Sauer, Andrea L. Ruppar, Mary E. Morningstar, Heather Allcock. 2014

93 citations recorded by the source corpus.

How researchers see this paper

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

Examining National Trends in Educational Placements for Students With Significant Disabilities (2017, background): “…have argued that ideology as well as entrenched service systems drive placement decisions, and recommendations for comparative studies examining the impacts of placement on student academic, social/communication, and postschool outcomes are warranted (Kauffman & Lloyd, 2011; Ryndak et al., 2014).”
The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities (2014, background): “For students with low-incidence disabilities requiring significant supports such as those with severe and multiple disabilities, autism, and deaf-blindness, research points to less positive trends (Ryndak et al., 2014).”
The impact of inclusive education reforms on students with disability: an international comparison (2019, background): “These amendments increased clarity about student access to the curriculum (Ryndak, et al., 2014) as well as accountability for student progress (McLeskey, et al. 2012; Ryndak et al. 2014), however, the continuum of segregated placements has remained a feature on this legislation throughout.”
Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms (2015, background): “Advocates have been adamant that not only the content, but also the context of general education is essential for learning (Ryndak et al., 2014).”