Zobrazeno 1 - 5
of 5
pro vyhledávání: '"Kristin Burnette"'
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 48:41-58
In the wake of the COVID-19 pandemic, schools shifted to nontraditional education overnight, disrupting learning for millions of children in the United States. Despite the broad impact of these shifts in schooling, its effects have not been uniform.
Autor:
Lewis Jackson, Martin Agran, Kirsten Rebecca Lansey, Dale Baker, Somer Matthews, Heather Fitzpatrick, Matt Jameson, Diane Ryndak, Kristin Burnette, Debbie Taub
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 47:191-208
Research has begun to identify the breadth and complexity of contextual variables that impact the opportunities, services, and supports students with complex support needs receive across different classroom placements. Indeed, as research has suggest
Autor:
J. Matt Jameson, Tyler Hicks, Kirsten Lansey, Jennifer A. Kurth, Lewis Jackson, Alison L. Zagona, Kristin Burnette, Marty Agran, Karrie Shogren, Jesse Pace
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 47:229-243
Parents and teachers have identified the social inclusion of students with complex support needs as one of the most important components of school participation. Previous research has found that the opportunities for, and importance of, social contac
Autor:
Kristen Endre, Suzanne Sands, Dale Baker, Kurt A. Schneider, Diane Lea Ryndak, Kristin Burnette
Publikováno v:
Inclusive Practices. 1:39-43
Illinois has an education system that includes regional cooperatives charged with supporting member districts in the provision of special education services for students from birth to age 22. Such support can include both direct services (i.e., early
Autor:
Lewis Jackson, Michael L. Wehmeyer, Martin Agran, Heather Fitzpatrick, Diane Lea Ryndak, Alison Zagona, Jennifer A. Kurth, Matt Jameson, Kristin Burnette
Publikováno v:
Research and Practice for Persons with Severe Disabilities. 45:4-13
Placement decisions for students with severe disabilities have often been based less on the students’ unique learning needs but more on beliefs and presumptions about student learning, entrenched school district policies that restrict program deliv