Suchergebnisse

Inclusive programs increasingly have become available for students with severe disabilities, enabling them to receive special education services and supports in general education classes alongside their non-disabled peers. Forty students in two groups were assessed across two years of inclusive versus self-contained educational programming, comparing outcomes on measures of child development and social competence with the Scales of Independent Behavior (SIB) and the Assessment of Social Competence (ASC). Participants were assessed on the SIB and ASC, matched into pairs on chronological age and SIB total scores at first testing, and reassessed after two additional years of either inclusive or self-contained schooling. The inclusive student group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the self-contained group at follow-up. Examination of gains on these measures irrespective of group affiliation indicated that participants made small, but significant, gains in two of four skill clusters assessed by the SIB and three of eleven dimensions of the ASC. These results challenge a common assumption that selfcontained settings in comparison to inclusive settings will result in superior gains on students' IEP-related skill domains. They also support previous research showing social competence gains as a function of inclusion. Results are discussed in terms of expected change over time for students with severe disabilities, the implications of variations from the group results that occurred for individual students, and future research needed on the outcomes of quality inclusive schooling for students with severe disabilities.

This case study report describes the various treatments implemented over a 3-year period in an effort to reduce and eliminate multiple and severe self-injurious behaviors in a 45-year-old man who had been institutionalized and had exhibited these behaviors for the majority of his life. After baseline, an aversive procedure (contingent mechanical restraint) had been implemented and judged a failure by institution personnel. Subsequent intervention phases introducing community involvement and performance goals that emphasized functional activities in criterion environments and situations were associated with increasingly positive behaviors. Multiple outcome data are reported, including meaningful changes in targeted self-injurious behaviors, maintenance and generalization of those changes to integrated community environments at follow-up using available staff and resources, acquisition of new alternative skills, and placement in a supported apartment in the community with full-time work in a community job site. The procedures and the results demonstrate possible outcomes when nonaversive intervention procedures and community resources are utilized comprehensively as alternatives to aversive procedures focused upon only the immediate reduction of a single target behavior.

Various models and strategies to promote meaningful social interactions between children with and without severe disabilities have been reported in the special education literature. The reported outcomes associated with these efforts include positive effects on children's attitudes toward disabilities, social competence, and social values (e.g., fairness and community caring). This is an investigation of what teenagers report and remember as a function of elementary school experiences involving different levels of social contact with peers with severe disabilities. Two self-report interpersonal measures were administered to 183 students without disabilities comprising social contact, exposure, and control groups. A subsample of 93 teenagers was interviewed about experiences and attitudes toward persons with disabilities and their memories from earlier school experiences. Analysis of the attitudinal data revealed significantly more positive attitudes, higher levels of current reported social contact, and more support for full community participation as a function of earlier social contact—although all children were relatively positive. The self-concept measure also revealed differences between subgroups of children as a function of gender and condition. The interview data with children in the high social contact group offer caveats for future inclusion efforts to avoid potential negative effects upon children's personal relationships and social attitudes. Suggestions are made for future research to investigate the impact of inclusion on children's socio-personal development and social relationships.