# data[].attributes.headline
It's interesting that standardized testing accountability is overriding LRE pressures..

# data[].attributes.subject
It's interesting that standardized testing accountability is overriding LRE pressures..

# data[].attributes.headline
Given a student's right to  accommodations and modifications, how was the government able to specify the percentage of students eligible for alternate assessments?This seems to be in contradiction with the rights established in IDEA. 

# data[].attributes.subject
Given a student's right to  accommodations and modifications, how was the government able to specify the percentage of students eligible for alternate assessments?This seems to be in contradiction with the rights established in IDEA. 

# data[].attributes.headline
In this article, the authors indicated that classroom distractions were significantly reduced when peers without known disabilities were present. This suggests that the presence of peers altered behavior. Do you think that the presence of the researchers altered behavior in a similar way? Are the classrooms / activities that much worse when researchers aren't around?

# data[].attributes.subject
In this article, the authors indicated that classroom distractions were significantly reduced when peers without known disabilities were present. This suggests that the presence of peers altered behavior. Do you think that the presence of the researchers altered behavior in a similar way? Are the classrooms / activities that much worse when researchers aren't around?

# data[].attributes.headline
I really valued the authors' suggestion of having administrators conduct audits of the self-contained settings in their schools / programs using observation and examination. 

# data[].attributes.subject
I really valued the authors' suggestion of having administrators conduct audits of the self-contained settings in their schools / programs using observation and examination. 

# data[].attributes.headline
I appreciated the authors' approach in this article. By examining the use of OTRs in general and special education settings, they demonstrate that students with MSD have greater access to evidence-based practices in the general education classroom. I thought they made a strong argument by tying access to systematic instruction to the general education classroom. 

# data[].attributes.subject
I appreciated the authors' approach in this article. By examining the use of OTRs in general and special education settings, they demonstrate that students with MSD have greater access to evidence-based practices in the general education classroom. I thought they made a strong argument by tying access to systematic instruction to the general education classroom. 

# data[].attributes.headline
It is interesting to me that the authors examined the actual physical structure / layout of the classroom. I am wondering what point they are attempting to make with this piece of data?

# data[].attributes.subject
It is interesting to me that the authors examined the actual physical structure / layout of the classroom. I am wondering what point they are attempting to make with this piece of data?

# data[].attributes.headline
This article shows that the provision of curriculum modifications is a role performed primarily by special educators, as more CMs were made when special educators were present. What are some ideas for disconnecting the presence of a special educator and the provision of a curriculum modification? How can we empower and support general education teachers?

# data[].attributes.subject
This article shows that the provision of curriculum modifications is a role performed primarily by special educators, as more CMs were made when special educators were present. What are some ideas for disconnecting the presence of a special educator and the provision of a curriculum modification? How can we empower and support general education teachers?

# data[].attributes.body
How can we help teachers and school administrators as well as families to set and maintain high expectations for children and youth with disabilities? (This is based on the teacher's comment on p. 12)

# data[].attributes.headline
Interesting how "response" has such a broad definition and even then there were few opportunities to "respond" in segregated settings.

# data[].attributes.subject
Interesting how "response" has such a broad definition and even then there were few opportunities to "respond" in segregated settings.

# data[].attributes.headline
The authors found "a significant effect of physical arrangement on access" to the general education curriculum. We can afford or constrain access to academic and social opportunities through the ways we arrange spaces, including the ways in which students are grouped or positioned - small groups, seated in a study carrel away from the class, whole group. Space has power.  

# data[].attributes.subject
The authors found "a significant effect of physical arrangement on access" to the general education curriculum. We can afford or constrain access to academic and social opportunities through the ways we arrange spaces, including the ways in which students are grouped or positioned - small groups, seated in a study carrel away from the class, whole group. Space has power.  

# data[].attributes.headline
I wonder about reciprocity in the scholarship process. How did the research team give back to the adults who afforded access and let them critique the teaching and learning? Was there professional development offered? Gifts of books or materials? Support with collaboration for general and special education staff?

# data[].attributes.subject
I wonder about reciprocity in the scholarship process. How did the research team give back to the adults who afforded access and let them critique the teaching and learning? Was there professional development offered? Gifts of books or materials? Support with collaboration for general and special education staff?

# data[].attributes.body
I like how these authors bring up the idea that separate funding for general and special education separates these areas and perpetuates segregation by student support needs.

Gosh, the student example are hard to read!

# data[].attributes.body
The rationale for segregated that is the most absurd, in my opinion, is that placement in segregated settings decreases the likelihood of rejection of students with disabilities. If they are segregated from the onset, aren't they already rejected? (p. 63)

# data[].attributes.body
"Special education teachers were most frequently observed engaging in no teaching behavior (e.g., working at a computer, talking to a paraprofessional; 47%) and were seldom observed prompting, engaging in corrective feedback, or other indicators of systematic instruction." This observation seems to com up across many articles on segregated settings. I can imagine it is hard for teachers in these classes or administrators to hear and accept this. I wonder what is the best way to convey this particular information to schools as a push for therm to work toward more inclusive practices.

# data[].attributes.body
The finding that "significant portions of the school day were spent on tasks that were not instructional or academic in nature" (p. 69) doesn't seem surprising given time spent in segregated classrooms. I wonder if the authors would have considered "functional curriculum" as instructional...

# data[].attributes.body
This question is more for the authors as researchers. Did any of the participating teachers (and their associated school leaders) read the final manuscript? If so, what was the reaction?

# data[].attributes.body
Portions of the discussion section of this manuscript surprised me. “The purpose of this investigation was not cast aspersions on these programs or on self-contained programs in general. We purport that a continuum of placements is necessary for students with varying skill repertoires” (pp. 45-46). This quote paralleled the question I noted in Bacon, Rood, and Ferri (2016) about the rationalization for PC classes.

# data[].attributes.body
The question on p. 14 – “How did PC classes come to be seen as valid approach to ensuring that students with disabilities had access to the general education curriculum, while excluding them from the general education classroom?” – gave voice to one of my thoughts while reading this article. If schools are going to put the effort into creating and operating PC classes, why wouldn’t they use that energy toward inclusive practices?

# data[].attributes.body
While I found this study descriptive and informative, I do wonder about the strength of the findings for advancing inclusive education. Have the authors considered doing a similar study on a larger scale?

# data[].attributes.body
Could studies such as this be strengthened by referencing evidence for improved practices and outcomes in more fully inclusive settings? This is briefly addressed in the closing paragraph, but perhaps it could be interwoven throughout the discussion.

# data[].attributes.body
Are curriculum modifications covered enough in teacher preparation? How can we teach our general and special education teachers to learn to collaborate in this way before they enter the classroom?

# data[].attributes.body
This article was published in the Journal of Special Education Leadership, so we can assume the intended audience is SPED administrators. I wonder what a SPED administrator's reaction would be to this article - would it be "this doesn't happen in my school or district" or "these might be some problems in my school or district too, but there are reasons (staff shortage, space) why we can't change it."

# data[].attributes.body
To determine the level of support student participants needed in independent living skills, teachers completed a Likert-type

rating scale on overall functioning and learning new skills (same in Soukup et al., 2007). Is there validity behind this tool and if not, did the authors consider administering the SIS-C to estimate this dimension?

# data[].attributes.body
It is so interesting that the data collected were based on student/teacher dyads. Was conducting regression analyses considered to determine the degree to which teacher variable outcomes predicted student variable outcomes (e.g., if a teacher focuses on student, are student competing behaviors even less?

# data[].attributes.body
I think it is interesting that these authors express that a continuum of placements are necessary, but then express multiple times that research in inclusive stings shows students to be receiving instruction and opportunities that are more closely aligned to what is considered quality in the field.

# data[].attributes.body
The emergence of PC classes seem like a renaming of a self-contained class with a stronger emphasis on "teaching to the test." The name might be changing, but have the assumptions and associated practices changed? Also, are they preparing students to be successful in postschool opportunities or is graduation the ultimate goal?

# data[].attributes.body
The authors highlight this in the introduction, but why are schools/districts deciding to create these "new" classes without any evidence of positive outcomes? Could it be because it is functional while maintaining compliance?

# data[].attributes.body
Wayne Sailor spoke in the cross-specialization class earlier this week and discussed how teachers/administrators implementing MTSS will say "this kid is a Tier 3 kid." This quote jumped out to me as aligned with that frame of thinking: " Placement becomes driven by the perceived level of support, modification, and/or differentiation needs

of the student, as opposed to flexibly providing supports within the general education classroom" (p. 15).

# data[].attributes.body
Although I agree that "disconnect[ing] the presence of a special educator and the provision of a curriculum modification" is necessary, I wonder how the profession of special education would react to general educators being prepared to provide these modifications. Namely, would the value placed on the profession be perceived as being threatened?

# data[].attributes.headline
I also wondered what a principal might say or how this article could be a catalyst for a conversation between school personnel. Could a teacher who wants to advance inclusive practices but does not have administrator support use parts of it to start a conversation?

# data[].attributes.subject
I also wondered what a principal might say or how this article could be a catalyst for a conversation between school personnel. Could a teacher who wants to advance inclusive practices but does not have administrator support use parts of it to start a conversation?

# data[].attributes.body
It is very unfortunate that differentiated instruction was used as a base for justifying the segregated PC classes. Also, the "pyramid" on pg. 16 is the worst!

# data[].attributes.headline
Entire group arrangements had most access to gen ed curriculum

# data[].attributes.subject
Entire group arrangements had most access to gen ed curriculum