Adelle Renzaglia

Reported Factors Contributing to Job Terminations of Individuals with Severe Disabilities

This study examined factors reported to contribute to job terminations of adults with disabilities. Fifty-one terminations were investigated utilizing three job termination categories. The most frequently reported causes for job loss were problems in the areas of character and/or production. Social awareness, character, and/or production accounted for more than 80% of all terminations. Results indicated that the majority of job terminations were due to reasons classified as social reasons, and when production problems were reported, the presence of social problems was associated with a greater likelihood of job termination.

Using a Participatory Action Research Approach to Create a Universally Designed Inclusive High School Science Course: A Case Study:

Case study methodology was used in combination with a participatory action research (PAR) approach to examine the process of redesigning one high school science course to incorporate the principles of Universal Design for Learning (UDL) and to promote access to the general curriculum. The participants included one general education teacher and two special education teachers. Two sections of the course were targeted for redesign. Each section included students with disabilities (mild, severe) and without disabilities. The redesign process involved changes to the course in the areas of curriculum, instructional delivery/organization of learning environments, student participation, materials, and assessment. Data were collected across one school year through documents, interviews, and focus groups and were analyzed qualitatively using a constant comparative method.

The Impact of Teacher Education on the Beliefs, Attitudes, and Dispositions of Preservice Special Educators:

Multiple challenges face special education teacher educators in preparing highly skilled teachers for todays schools. One area of particular concern is developing in preservice teachers beliefs, attitudes, and dispositions that will enable them to use critical thinking and decision making in their practice. In this paper, we review issues related to changing the attitudes, beliefs, and dispositions of preservice special educators. In particular, we review practices in teacher education in the area of reflective thinking and teaching, coursework, informal interaction with faculty, and field experiences and supervision. Finally, recommendations for teacher education practice and future research needs are explored.

Defining Access to the General Curriculum for High School Students with Significant Cognitive Disabilities

The term “access to the general curriculum” is widely used in the field of special education, yet little is known about how practitioners are interpreting the term for high school students with significant cognitive disabilities (SCD). In this study, general and special educators in one high school were interviewed to determine their definition of access for students with SCD. General educators most frequently defined access as receiving the same curriculum and materials as students without disabilities in the general education classroom with support from a special educator or paraprofessional. In contrast, most special educators defined access as access to an adapted curriculum that is relevant to the students life and meets the students individual needs.

Promoting a Lifetime of Inclusion.

The purpose of this article is to assist parents and professionals in developing effective educational programs that promote a lifetime of successful inclusion for individuals With severe disabilities. We first establish the principle of normalization as the philosophical basis of inclusion. We next describe conditions and practices that reflect the principle of normalization and that foster inclusion across the life span. These conditions and practices consist of universal design, person-centered planning, self-determination, and positive behavior support. We end by suggesting that inclusion may be vieWed as a continuum and that With the appropriate supports and skill development, all people, regardless of disability level, can successfully move up the continuum to more inclusive environments.

Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model.

This study compared the effectiveness of immediate and delayed feedback supervision procedures on the acquisition of systematic instruction skills by three pre-service teachers who were receiving practicum experience in classrooms for students with severe disabilities. Behaviors targeted for intervention were: (a) the appropriate use of positive consequences, and (b) the appropriate use of systems of instructional prompts. All supervision procedures were administered by university supervisors. Results indicated that immediate feedback was more effective with two student teachers and delayed feedback was more effective for the third participant. Unobtrusive observations of two participants in the practicum sites following the intervention indicated that the teaching skills maintained in the absence of the university supervisors.

Elements of Effective High School Service Learning Programs That Include Students With and Without Disabilities

The purpose of this study was to determine whether key elements of high school service learning programs (HSSLPs) cited in the literature were viewed as important by stakeholders in HSSLPs that included students with and without disabilities. Focus groups were conducted with five inclusive HSSLPs selected through purposeful sampling procedures. Participants confirmed the importance of the elements cited in the literature, broadened their descriptions, and advocated increased flexibility and informality in addressing those elements in inclusive programs. Implications for practice suggest the need to link service learning to the academic and life skills curriculum, eliminate barriers to including students with disabilities, increase the inclusion of students with severe disabilities, embrace an inclusive philosophy, and engage in continuous program evaluation.

An Evaluation of Videoconferencing as a Supportive Technology for Practicum Supervision

In this study, the authors determine the efficacy of videoconferencing to supervise pre-service special education teachers. Efficacy is determined by (a) assessing interobserver reliability between on-site and off-site observers and (b) evaluating the feasibility and practicality of the videoconferencing technology. Data are collected in two elementary schools using the Skill Monitoring Checklist. Participants include pre-service teachers and university supervisors. Using point-by-point agreement scores, interobserver reliability is found to be 86% between on-site supervisors who observed face-to-face and off-site supervisors who observed via videoconferencing. Challenges related to feasibility are identified in the areas of equipment setup, Internet connection, visual field, and sound quality. Findings from this study suggest that videoconferencing is a promising practice for pre-service teacher practicum supervision.

A Systematic Approach to Curriculum Selection and Supervision Strategies: A Preservice Practicum Supervision Model.

Although the importance of practicum experiences in preservice teacher education programs has been well established, these experiences frequently do not receite the attention and supervision necessary to promote successful outcomes (Haberman, 1983; Warger & Aldinger, 1984; Zeichner, 1990). A practicum supervision model that facilitates quality supervision and practicum experiences for preservice teacher candidates in the area of severe disabilities is presented in this article. The model has been systematically developed and components have been and are being empirically validated.

Factors Affecting Guardianship Practices for Young Adults with Disabilities

Some contend developing self-determination in young adults with disabilities is the ultimate goal of education and promoting it may lead to improved postschool outcomes. Although there are efforts to promote self-determination, the results may be negated as an individuals right to make decisions are eliminated when a guardianship is imposed. This research is the first to examine guardianship as it affects young adults with disabilities. Two hundred and twenty-one court files were reviewed across nine jurisdictions in Michigan. Overall, 120 plenary guardians and 101 partial guardians were appointed. Distinctions between the powers of plenary and partial guardians, however, were often found to be minimal. Guardianship is a complex issue with many significant questions in need of answers.