Program
Special Education Program
College
Education
Student Level
Doctoral
Start Date
7-11-2018 3:00 PM
End Date
7-11-2018 4:00 PM
Abstract
Every Student Succeeds Act (2015) is legislation that supports every child’s right to quality education, while the Individuals with Disabilities Act (IDEA, 2004) specifically addresses the rights of students with disabilities. IDEA (2004) states that all children with disabilities, including students with extensive support needs (ESN), should receive grade-level instruction in general education classrooms alongside their peers to “the maximum extent appropriate” (IDEA, 2004). Unfortunately, students with extensive support needs (ESN) often experience obstacles that impede their ability to access educational opportunities in the general education setting (Pufpaff, 2008). Ruppar, Dymond, and Gaffney (2011) stated that academic instruction offered in inclusive contexts could be used as a powerful tool to build self-efficacy and independence for these students. The purpose of this research synthesis is to define the barriers faced by students with ESN and explore the evidence-based practices (EBP) that may result in increased access to inclusive education for this diverse group of learners (Taub, McCord, and Ryndak, 2017).
Defining Access and Opportunity Barriers in Inclusive Educational Environments: A Synthesis of the Research
Every Student Succeeds Act (2015) is legislation that supports every child’s right to quality education, while the Individuals with Disabilities Act (IDEA, 2004) specifically addresses the rights of students with disabilities. IDEA (2004) states that all children with disabilities, including students with extensive support needs (ESN), should receive grade-level instruction in general education classrooms alongside their peers to “the maximum extent appropriate” (IDEA, 2004). Unfortunately, students with extensive support needs (ESN) often experience obstacles that impede their ability to access educational opportunities in the general education setting (Pufpaff, 2008). Ruppar, Dymond, and Gaffney (2011) stated that academic instruction offered in inclusive contexts could be used as a powerful tool to build self-efficacy and independence for these students. The purpose of this research synthesis is to define the barriers faced by students with ESN and explore the evidence-based practices (EBP) that may result in increased access to inclusive education for this diverse group of learners (Taub, McCord, and Ryndak, 2017).
