https://scholarworks.iu.edu/journals/index.php/pders/issue/feed Physical Disabilities: Education and Related Services 2019-10-21T20:17:58-04:00 Dusty Columbia-Embury, Ed.D. drdustycolumbia@gmail.com Open Journal Systems <p><em>Physical Disabilities: Education and Related Services</em>&nbsp;(PDERS) is the official journal of the Divison for Physical, Health and Multiple Disabilities (DPHMD) of the Council for Exceptional Children (CEC). This peer-reviewed journal is published two times per year. PDERS is a multidisciplinary journal that focuses on research, issues, and program innovations that relate to educational and related services needs of individuals with physical, health, and/or multiple disabilities. ISSN&nbsp;2372-451X.</p> https://scholarworks.iu.edu/journals/index.php/pders/article/view/24881 Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom 2019-10-21T20:17:54-04:00 Wendy Rogers wrogers@kutztown.edu Nicole Johnson njohnson@kutztown.edu <p>Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom.</p> 2018-12-30T14:17:42-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/pders/article/view/25738 Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability 2019-10-21T20:17:51-04:00 Joshua N Baker josh.baker@unlv.edu K. Alisa Lowrey alisa.lowrey@usm.edu K. Ryan Wennerlind karl.wennerlind@unlv.edu <p>Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.</p> 2018-12-30T14:28:08-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/pders/article/view/26254 Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting 2019-10-21T20:17:58-04:00 Mary Kay Irwin marykay.irwin@nationwidechildrens.org Megan Elam megan.elam1@cchmc.org Ashley Merianos merianal@ucmail.uc.edu Laura Nabors naborsla@ucmail.uc.edu Christel Murphy christel.murphy@cchmc.org <p>Despite the increasing prevalence of chronic health conditions among youth in schools, teachers report little exposure to specific coursework focusing on how to best support students with these conditions in the classroom. This study examined how teacher preparation programs prepare educators to meet the needs of this growing student population; findings also include survey results describing level of preparation to support students with a chronic health condition from the perspective of preservice and practicing educators enrolled in the nation’s leading colleges of education. Results suggest that dedicated curriculum to prepare teachers to work with students with chronic health conditions is largely absent from teacher preparation programming, and that teachers feel they lack knowledge to adequately support students with a chronic health condition in the classroom setting. Recommendations and implications are discussed.</p> 2018-12-30T00:00:00-05:00 ##submission.copyrightStatement##