Physical Disabilities: Education and Related Services https://scholarworks.iu.edu/journals/index.php/pders <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> Division for Physical, Health and Multiple Disabilities en-US Physical Disabilities: Education and Related Services 2372-451X <p>Following is the journal's Publishing Agreement. The submitting author will be asked to sign an agreement form once the submission has been accepted for publication. <strong> </strong></p><p> </p><br /><strong>A. </strong><strong>GENERAL TERMS AND CONDITIONS</strong><br /><p> </p><p>I (Author) hereby warrant that:</p><ul><li>The article I have submitted to the Journal for review is original, has been written by the stated authors and has not been published elsewhere.</li><li>The article is not currently being considered for publication by any other journal and will not be submitted for such review while under review by this Journal.</li><li>The article contains no <strong>libelous</strong> or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.</li><li>I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in my article.</li><li>If I am using any personal details or images of a third person, I have obtained written permission or consent from this person.</li><li>If the article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this publishing agreement and that I am signing on their behalf as their agent, and I am authorized to do so.</li></ul><strong>B. </strong><strong>PUBLISHING AND DISTRIBUTION</strong><br /><p> </p><ol><li><strong> </strong>The Author assigns to the Journal the right to publish, republish, transmit, sell, distribute and otherwise use the Contribution in whole or in part in electronic and print editions of the Journal throughout the world, in all languages and in all media of expression now known or later developed.</li><li>The Author agrees that the Journal may, without changing the content, translate the Contribution to any medium or format for the purpose of preservation.</li><li>The Author agrees that the Journal may keep more than one copy of this Contribution for purposes of security, back-up and preservation.</li><li>Reproduction, posting, transmission or other distribution or use of the final Contribution in whole or in part in any medium by the Author as permitted by this Agreement requires a proper citation to the Journal suitable in APA form. Additionally, the following copyright statement must be included: “Copyright YEAR by the Division for Physical, Health and Multiple Disabilities of the Council for Exceptional Children. Reproduced with permission from <em>Physical Disabilities: Education and Related Services</em>.”</li></ol><p> </p><br /><strong>C. </strong><strong>PERMITTED USES BY AUTHOR</strong><br /><p>As Author, the Journal licenses you to certain uses of the Contribution. These rights are retained and permitted without the need to obtain specific permission from the Journal. These include:</p><ul><li>the right to make copies (print or electronic) of the journal <strong>article</strong> for your own personal use, including for your own teaching use;</li><li>the right to make copies and distribute copies (including via e-mail) of the journal article to research colleagues, for personal use by such colleagues;</li><li>the right to present the content of the journal article at a meeting or conference;</li><li>patent and trademark rights and rights to any process or procedure described in the journal article;</li><li>the right to use the journal article or any part thereof in a printed compilation of works of the author, such as collected writings or lecture notes (subsequent to publication of the article in the journal); and</li><li>the right to prepare other derivative works, to extend the journal article into book-length form, or to otherwise re-use portions or excerpts in other works, with full acknowledgement of its original publication in the Journal.</li></ul> Strategies to Include Students with Severe/Multiple Disabilities within the General Education Classroom https://scholarworks.iu.edu/journals/index.php/pders/article/view/24881 <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> Wendy Rogers Nicole Johnson ##submission.copyrightStatement## 2018-12-30 2018-12-30 37 2 1 12 10.14434/pders.v37i2.24881 Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability https://scholarworks.iu.edu/journals/index.php/pders/article/view/25738 <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> Joshua N Baker K. Alisa Lowrey K. Ryan Wennerlind ##submission.copyrightStatement## 2018-12-30 2018-12-30 37 2 13 33 10.14434/pders.v37i2.25738 Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting https://scholarworks.iu.edu/journals/index.php/pders/article/view/26254 <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> Mary Kay Irwin Megan Elam Ashley Merianos Laura Nabors Christel Murphy ##submission.copyrightStatement## 2018-12-30 2018-12-30 37 2 34 59 10.14434/pders.v37i2.26254