Students with Intensive Needs in an Inclusive Education System: A Literature Review

Mohammad Idrees Naeemy; Hiroki Yoneda

doi:10.17977/um005v8i2p204

Students with Intensive Needs in an Inclusive Education System: A Literature Review

Mohammad Idrees Naeemy, Hiroki Yoneda

Abstract

Educating students with various types and degrees of disabilities in regular classrooms remains challenging. Despite the global agenda and push for inclusive education, students with disabilities, particularly those with multiple and severe disabilities, are still being educated in segregated environments. In this qualitative study of peer-reviewed research literature, we aim to understand students with intensive needs (SINs), their current situation in inclusive education systems in developed and developing countries, and the best approaches to how they are being or should be educated in inclusive education systems. The results indicate that students who experience severe challenges in their physical, intellectual, developmental, mental, or emotional capabilities, or a combination of these factors, could be called SINs, as they have a set of significant academic, communication, or behavioral challenges across various domains. Currently, most SINs worldwide spend 20% or more of their educational time outside of the regular school day class. We suggest that utilizing Universal Design for Learning (UDL) principles as part of the opportunities to learn (OTL) framework and the concept of Communities of Practice (CoP) would be useful in designing an inclusive education model in which SINs will not only be included but also benefit from the curriculum in a regular classroom. Future research should focus on the implementation of suggested inclusive education models for SINs.

Keywords

inclusive education; intensive needs; severe disabilities

Full Text:

PDF

References

Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2020). Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors. Research and Practice for Persons with Severe Disabilities, 45(1). https://doi.org/10.1177/1540796919878134

Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities. World Journal of Education, 8(2). https://doi.org/10.5430/wje.v8n2p66

Almumen, H. A. (2020). Universal Design for Learning (UDL) Across Cultures: The Application of UDL in Kuwaiti Inclusive Classrooms. SAGE Open, 10(4). https://doi.org/10.1177/2158244020969674

Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27(1).

Artiles, A. J., & Dyson, A. (2005). Inclusive education in the globalization age. Contextualizing Inclusive Education.

Banks, J., & McCoy, S. (2017). An Irish solution…? Questioning the expansion of special classes in an era of inclusive education. Economic and Social Review, 48(4).

Bansal, S. (2018). Understanding Teachers’ Perspective of Inclusive Education for Children With Special Needs (CWSN). Educational Quest, 9(1).

Carroll, D., Fulmer, C., Sobel, D., Garrison-Wade, D., Aragon, L., & Coval, L. (2011). School culture for students with significant support needs: Belonging is not enough. International Journal of Special Education, 26(2).

CAST: Center for Applied Special Education. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Chovanes, J. (2018). Effects of data-based individualization on reading comprehension for high school students with intensive needs in reading [Doctoral dissertation, Lehigh University]. https://www.proquest.com/dissertations-theses/effects-data-based-individualization-on-reading/docview/2099587145/se-2

Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities.’ Research Papers in Education, 37(3). https://doi.org/10.1080/02671522.2020.1849372

Entrich, S. R. (2021). Understanding cross-national differences in inclusive education coverage: An empirical analysis. IAFOR Journal of Education, 9(1). https://doi.org/10.22492/ije.9.1.02

Forlin, C. I., Chambers, D. J., Loreman, T., Deppler, J., & Sharma, U. (2013). Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. http://www.aracy.org.au/publications-resources/command/download_file/id/246/filename/Inclusive_education_for_students_with_disability_-_A_review_of_the_best_evidence_in_relation_to_theory_and_practice.pdf

Fuchs, L. S., Fuchs, D., & Compton, D. L. (2010). Rethinking response to intervention at middle and high school. In School Psychology Review (Vol. 39, Issue 1). https://doi.org/10.1080/02796015.2010.12087787

Giangreco, M. F. (2020). “How Can a Student with Severe Disabilities Be in a Fifth-Grade Class When He Can’t Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment. Research and Practice for Persons with Severe Disabilities, 45(1). https://doi.org/10.1177/1540796919892733

Haakma, I., De Boer, A. A., Van Esch, S., Minnaert, A. E. M. G., & Van Der Putten, A. A. J. (2021). Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions. European Journal of Special Needs Education, 36(2). https://doi.org/10.1080/08856257.2021.1901374

Hai, N. X., Villa, R. A., Van Tac, L., Thousand, J. S., & Muc, P. M. (2020). Inclusion in Vietnam: More than a quarter century of implementation. International Electronic Journal of Elementary Education, 12(3). https://doi.org/10.26822/iejee.2020358219

Hallahan, D., Kauffman, J., & Pullen, P. (2014). Exceptional learners. An introduction to special Education. In Exceptional Learners: An Introduction to Special Education.

Jackson, L., Agran, M., Lansey, K. R., Baker, D., Matthews, S., Fitzpatrick, H., Jameson, M., Ryndak, D., Burnette, K., & Taub, D. (2022). Examination of Contextual Variables Across and Within Different Types of Placement for Elementary Students With Complex Support Needs. Research and Practice for Persons with Severe Disabilities, 47(4). https://doi.org/10.1177/15407969221132248

Kefallinou, A., Symeonidou, S., & Meijer, C. J. W. (2020). Understanding the value of inclusive education and its implementation: A review of the literature. Prospects, 49(3–4). https://doi.org/10.1007/s11125-020-09500-2

Kuntz, E. M., & Carter, E. W. (2019). Review of Interventions Supporting Secondary Students with Intellectual Disability in General Education Classes. Research and Practice for Persons with Severe Disabilities, 44(2). https://doi.org/10.1177/1540796919847483

Kurth, J. A., Allcock, H., Walker, V., Olson, A., & Taub, D. (2021). Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities. Teacher Education and Special Education, 44(2). https://doi.org/10.1177/0888406420921582

Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements. Research and Practice for Persons with Severe Disabilities, 44(1). https://doi.org/10.1177/1540796918825479

Kurth, J. A., Miller, A. L., Toews, S. G., Thompson, J. R., Cortés, M., Dahal, M. H., de Escallón, I. E., Hunt, P. F., Porter, G., Richler, D., Fonseca, I., Singh, R., Šiška, J., Villamero, R., & Wangare, F. (2018). Inclusive education: Perspectives on implementation and practice from international experts. Intellectual and Developmental Disabilities, 56(6). https://doi.org/10.1352/1934-9556-56.6.471

Lalvani, P., Broderick, A. A., Fine, M., Jacobowitz, T., & Michelli, N. (2015). Teacher education, InExclusion, and the implicit ideology of Separate but Equal: An invitation to a dialogue. Education, Citizenship and Social Justice, 10(2). https://doi.org/10.1177/1746197915583935

Leijen, Ä., Arcidiacono, F., & Baucal, A. (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.633066

Lucas, H. (2013). The Effects of Two Types of Reading Interventions on the Test Scores of Students who Have Intensive Special Needs [Master, Goucher College]. https://mdsoar.org/bitstream/handle/11603/2385/MEd_Lucas_actionres_Sp2013.pdf?sequence=1

Magnússon, G. (2019). An amalgam of ideals–images of inclusion in the Salamanca Statement. International Journal of Inclusive Education, 23(7–8). https://doi.org/10.1080/13603116.2019.1622805

Mooney, L. R., & Lashewicz, B. (2015). For the love of the child: Bestowing value amidst inconsistent inclusive education beliefs and practices for one student with severe disabilities. Canadian Journal of Education, 38(4).

Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017). Examining National Trends in Educational Placements for Students With Significant Disabilities. Remedial and Special Education, 38(1). https://doi.org/10.1177/0741932516678327

Mortier, K. (2020). Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. In International Journal of Inclusive Education (Vol. 24, Issue 3). https://doi.org/10.1080/13603116.2018.1461261

National Center on Intensive Intervention. (2013). Implementing intensive intervention: Lessons learned from the field. Department of Education, Office of Special Education Programs. https://intensiveintervention.org/sites/default/files/Lessons_Learned_From_Field_0.pdf

National Council on Disability (NCD). (2018). The segregation of students with disabilities (IDEA Series). https://ncd.gov/sites/default/files/NCD_Segregation-SWD_508.pdf

Oh-Young, C., & Filler, J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in Developmental Disabilities, 47. https://doi.org/10.1016/j.ridd.2015.08.014

Pati, D., & Lorusso, L. N. (2018). How to Write a Systematic Review of the Literature. Health Environments Research and Design Journal, 11(1). https://doi.org/10.1177/1937586717747384

Pesonen, H. (2016). Sense of belonging for students with intensive special education needs: An exploration of students’ belonging and teachers’ role in implementing support. [Doctoral dissertation, University of Helsinki]. https://helda.helsinki.fi/handle/10138/159852

Pirttimaa, R., Kokko, T., Räty, L., Kontu, E., Pesonen, H., & Ojala, T. (2015). Intensive Special Educational Needs and the development of Inclusive Practices in Finland. In F. Dovigo, C. Favella, F. Gasparini, A. Pietrocarlo, V. Rocco, & E. Zappella (Eds.), Special Education Needs and Inclusive Practices. An International Perspective. Conference Proceedings : Bisogni educativi speciali e pratiche inclusive. Una prospettiva internazionale. Atti del Convegno (pp. 150–154). University of Bergamo.

Powell, J. J. W. (2015). Barriers to inclusion: Special education in the United States and Germany. In Barriers to Inclusion: Special Education in the United States and Germany. https://doi.org/10.4324/9781315635880

Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1). https://doi.org/10.32865/fire202061172

Rankin, J., & Regan, S. (2004). Meeting Complex Needs: The future of Social care.

Rosengard, A., Laing, I., Ridley, J., & Hunter, S. (2007). A Literature Review on Multiple and Complex Needs. Social Research.

Ruppar, A. L., Roberts, C. A., & Olson, A. J. (2018). Developing expertise in teaching students with extensive support needs: A roadmap. Intellectual and Developmental Disabilities, 56(6). https://doi.org/10.1352/1934-9556-56.6.412

Ryndak, D. L., Taub, D., Jorgensen, C. M., Gonsier-Gerdin, J., Arndt, K., Sauer, J., Ruppar, A. L., Morningstar, M. E., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1). https://doi.org/10.1177/1540796914533942

Taub, D. A., McCord, J. A., & Ryndak, D. L. (2017). Opportunities to Learn for Students With Extensive Support Needs: A Context of Research-Supported Practices for All in General Education Classes. Journal of Special Education, 51(3). https://doi.org/10.1177/0022466917696263

Tonegawa, Y. (2022). Contextualization of inclusive education: Education for children with disabilities in Myanmar. International Journal of Instruction, 15(1). https://doi.org/10.29333/iji.2022.15121a

United Nations. (2006). Convention on the rights of persons with disabilities. https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

Vetoniemi, J., & Kärnä, E. (2021). Being included–experiences of social participation of pupils with special education needs in mainstream schools. International Journal of Inclusive Education, 25(10). https://doi.org/10.1080/13603116.2019.1603329

Westwood, P. (2021). Integration to Inclusion in Hong Kong: Not an Easy Progression. Australasian Journal of Special and Inclusive Education, 45(2). https://doi.org/10.1017/jsi.2021.5

Yada, A., & Savolainen, H. (2019). Japanese and Finnish teachers’ perceptions and self-efficacy in inclusive education. Journal of Research in Special Educational Needs, 19(S1). https://doi.org/10.1111/1471-3802.12478

Yoneda, H. (2020). Development of the Japanese Inclusive Education System: From Special Schools to Curriculum Modification for Special-Needs Education in Regular Schools. https://doi.org/10.2991/assehr.k.200824.228

DOI: http://dx.doi.org/10.17977/um005v8i2p204