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dc.contributor.authorZagona, Alison L.
dc.contributor.authorLansey, Kirsten R.
dc.contributor.authorKurth, Jennifer A.
dc.contributor.authorKuhlemeier, Alena
dc.date.accessioned2020-08-04T19:20:55Z
dc.date.available2020-08-04T19:20:55Z
dc.date.issued2020-07-03
dc.identifier.citationZagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2020). Fostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectives. The Journal of Special Education. https://doi.org/10.1177/0022466920936671en_US
dc.identifier.issn0022-4669
dc.identifier.doi10.1177/0022466920936671
dc.identifier.urihttp://hdl.handle.net/10150/641992
dc.description.abstractExisting research has documented evidence-based practices that are effective for supporting students with complex support needs (CSN) to learn academic skills. However, there is a need to learn more about effective instructional strategies for students with CSN during literacy lessons in general education classrooms. In addition, there is a need to understand general education teachers' perspectives on these strategies, including how they learned about them. The purpose of this study was to understand (a) the extent of participation of students with CSN in literacy instruction and activities in general education classrooms, (b) the supports educators provide during these activities, and (c) how educators learned about the strategies they use in their classrooms. We observed nine students with CSN and conducted follow-up interviews with their classroom teachers. Overall, students participated in academic activities for a majority of observations, and these activities addressed a variety of different literacy skills. Educators used research-based instructional practices to support the students including prompts and visual supports. During follow-up interviews, general education teachers described the strategies they used to support students with CSN, and they described how they learned about these strategies. Implications for future research and practice are presented.en_US
dc.language.isoenen_US
dc.publisherSAGE PUBLICATIONS INCen_US
dc.rights© Hammill Institute on Disabilities 2020.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectinclusive educationen_US
dc.subjectinclusionen_US
dc.subjectliteracyen_US
dc.subjectintellectual disabilityen_US
dc.subjectsignificant disabilitiesen_US
dc.titleFostering Participation During Literacy Instruction in Inclusive Classrooms for Students With Complex Support Needs: Educators’ Strategies and Perspectivesen_US
dc.typeArticleen_US
dc.identifier.eissn1538-4764
dc.contributor.departmentUniv Arizonaen_US
dc.identifier.journalJOURNAL OF SPECIAL EDUCATIONen_US
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.source.journaltitleThe Journal of Special Education
dc.source.beginpage002246692093667
refterms.dateFOA2020-08-04T19:20:59Z


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